John dewey's contributions to an educational philosophy of intellectual disability

Educational Theory

Volumn 58, Issue 1, 2008, Pages 45-62

  Danforth, Scot ^a  

^a OHIO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

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EID: 65249147708     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2007.00275.x     Document Type: Article

References (70)

1. John Dewey, "Creative Democracy -The Task Before Us," in John Dewey: The Later Works, 1925- 1953, vol. 14, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1981), 227-228.
2. Jack E. Andrews, Douglas W. Carnine, Martha J. Coutinho, Eugene B. Edgar, Steven R. Forness, Lynn S. Fuchs, Dixie Jordan, James M. Kauffman, James M. Patton, James Paul, Jon Rosell, Robert Rueda, Ellen Schiller, Thomas M. Skrtic, and James Wong, "Perspective: Bridging the Special Education Divide," Remedial and Special Education 21, no. 5 (2000): 258-259.
3. See, for example, William L. Heward, "Ten Faulty Notions About Teaching and Learning That Hinder the Effectiveness of Special Education," Journal of Special Education 36, no. 4 (2003): 186-205;
4. and Gary M. Sasso, "The Retreat from Inquiry and Knowledge in Special Education," Journal of Special Education 34, no. 4 (2001): 178-193.
5. Andrews et al., "Perspective: Bridging the Special Education Divide," 67.
6. Samuel A. Kirk, The Diagnosis and Remediation of Psycholinguistic Disabilities (Champaign, Illinois: Institute for Research on Exceptional Children, University of Illinois, 1966), 4.
7. Ellen A. Brantlinger, Who Benefits from Special Education? Remediating (Fixing) Other People's Children (Mahwah, New Jersey: Lawrence Erlbaum, 2006).
8. Michael Oliver, The Politics of Disablement (London: Palgrave Macmillan, 1997);
9. Susan Gabel and Susan Peters, "Presage of a Paradigm Shift? Beyond the Social Model of Disability Toward ResistanceTheories of Disability," Disability and Society 19, no. 6 (2004): 585-600;
10. Tom Shakespeare and Nicholas Watson, "Defending the Social Model," Disability and Society 12, no. 2 (1997): 293-300;
11. and Carol Thomas, "Disability Theory: Key Ideas, Issues, and Thinkers," in Disability Studies Today, ed. Colin Barnes, Mike Oliver, and Len Barton (Cambridge, England: Polity, 2002), 38-57.
12. See Walter Lippman, "The Mental Age of Americans," New Republic 32, no. 412 (1922): 213-215;
13. "The Mystery of the 'A' Men," New Republic 32, no. 413 (1922): 246-248; "The Reliability of Intelligence Tests," New Republic 32, no. 414 (1922): 275-277;
14. "The Abuse of the Tests," New Republic 32, no. 415 (1922): 297-298;
15. "Tests of Hereditary Intelligence," New Republic 32, no. 416 (1922): 328-330;
16. and "A Future for the Tests," New Republic 32, no. 417 (1922): 9-11.
17. John Dewey, "Mediocrity and Individuality," in John Dewey: The Middle Works, 1899-1924, vol. 13, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1976), 289-294. This work will becited as MI in the text for all subsequent references.
18. John Dewey, Liberalism and Social Action, in John Dewey: The Later Works, 1925-1953, vol. 14, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1981), 38. ]
19. Ibid., 29.
20. John Dewey, "Individuality, Equality, and Superiority," in John Dewey: The Middle Works, 1899-1924, vol. 13, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1976), 295-300. Thiswork will be cited as IES in the text for all subsequent references.
21. John Dewey, "The Ethics of Democracy," in John Dewey: The Early Works, 1882-1898, vol. 1, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1967), 246.
22. John Dewey, "Human Nature," in John Dewey: The Later Works, 1925-1953, vol. 6, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1981), 38.
23. John Dewey, "The Inclusive Philosophic Idea," in John Dewey: The Later Works, 1925-1953, vol. 3, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1981), 45. 16. Ibid., 44.
24. Ibid., 46.
25. Ibid., 47-48.
26. Dewey, "Human Nature," 31-32.
27. Ibid., 32.
28. Ibid.
29. John Dewey, "The Classroom Teacher," in John Dewey: The Middle Works, 1899-1924, vol. 15, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1976), 180-189.
30. John Dewey, Ethics, in John Dewey: The Later Works, 1925-1953, vol. 7, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1981), 346.
31. John Dewey, The Public and Its Problems, in John Dewey: The Later Works, 1925-1953, vol. 2, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1981), 329. This work will be cited as PIP in the text for all subsequent references.
32. Dewey, Ethics, 345.
33. Ibid., 346.
34. Ibid., 346.
35. For more on Goddard's theory, see R. Ruggles Gates, Heredity and Eugenics (New York: Macmillan, 1923);
36. and Henry H. Goddard, The Kallikak Family: A Study in the Heredity of Feeble-Mindedness (New York: Macmillan, 1912). For examples of the assault against Goddard's position, see A.D.B. Clarke and A.M. Clarke. "How Constant Is the IQ?" Lancet (1953): 877-880. William H. Guertin, "Mental Growth in Pseudo-Feeblemindedness," Journal of Clinical Psychology 5 (1949): 414-418. B. Elizabeth McKay, "A Study of IQ Changes in a Group of Girls Paroled from a State School for Mental Defectives," American Journal of Mental Deficiency 46 (1942): 496-500.
37. Harold M. Skeels, "Mental Development of Children in Foster Homes," Journal of Consulting Psychology 2, no. 2 (1938): 33-43;
38. Harold M. Skeels, "Some Iowa Studies of Mental Growth in Children in Relation to Differentials of the Environment: A Summary," in The Thirty-Ninth Yearbook of the National Society for the Study of Education, part 2, ed. G.M. Whipple (Bloomington, Indiana: Public School Publishing Company, 1940), 281-308;
39. and Harold M. Skeels and Harold B. Dye, "A Study of the Effects of Differential Stimulation on Mentally Retarded Children," Proceedings and Addresses of the American Association onMental Deficiency 44 (1939): 114-136.
40. Seymour Sarason and John Doris, Psychological Problems in Mental Deficiency, 4th ed. (New York: Harper and Row, 1969).
41. Robert Bogdan and Steven J. Taylor, The Social Meaning of Mental Retardation (New York: Teachers College Press, 1994);
42. Christopher Kliewer, Schooling Children with Down Syndrome: Toward an Understanding of Possibility (New York: Teachers College Press, 1998);
43. and PhilipM. Ferguson, Dianne L. Ferguson, and Steven J. Taylor, eds., nterpreting Disability: A Qualitative Reader (New York: Teachers College Press, 1992).
44. Steven J. Taylor, "Before It Had a Name: Exploring the Historical Roots of Disability Studies in Education," in Vital Questions Facing Disability Studies in Education, ed. Scot Danforth and Susan L. Gabel (New York: Peter Lang, 2007), xiii-xxiii.
45. See also Howard Becker, Outsiders: Studies in the Sociology of Deviance (New York: Free Press, 1963);
46. Kai T. Erikson, "Notes on the Sociology of Deviance," Social Problems 9, no. 4 (1962): 307-314;
47. Erving Goffman, Asylums: Notes on the Management of a Spoiled Identity (Boston: Prentice-Hall, 1961);
48. and Erving Goffman, Stigma: Notes on the Management of Spoiled Identity (Englewood Cliffs, New Jersey: Prentice-Hall, 1963).
49. Jane R. Mercer, Labelling the Mentally Retarded: Clinical and Social System Perspectives on Mental Retardation (Berkeley: University of California Press, 1973), 1.
50. John Dewey, "My Pedagogic Creed," in John Dewey: The Early Works, 1882-1898, vol. 5, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1967), 84.
51. John Dewey, Democracy and Education, in John Dewey: The Middle Works, 1899-1924, vol. 9, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1976), 47.
52. John Dewey, "Ethical Principles Underlying Education," in John Dewey: The Early Works, 1882-1898, vol. 5, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1967), 54-83.
53. Christopher Kliewer and Douglas Biklen, "'School's Not Really a Place for Reading': A Research Synthesis of the Literate Lives of Students With Severe Disabilities," Journal of the Association for Persons with Severe Handicaps 26, no. 1 (2001): 1-12;
54. Christopher Kliewer, "Citizenship in the Literate Community: An Ethnography of Children with Down Syndrome and the Written Word," Exceptional Children 64, no. 2 (1998): 167-180;
55. and Christopher Kliewer, Douglas Biklen, and Christi Kasa-Hendrickson, "Who May Be Literate? Disability and Resistance to the Cultural Denial of Competence," American Educational Research Journal 43, no. 2 (2006): 163-192.
56. Scot Danforth, "A Pragmatic Evaluation of Three Models of Disability in Special Education," Journal of Developmental and Physical Disabilities 13, no. 4 (2001): 343-359.
57. U.S. Department of Education, Twenty-Sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (Washington, D.C.: Government Printing Office, 2004).
58. Ibid.
59. Beth Harry, "The Disproportionate Placement of African American Males in Special Education Program:A Critique of the Process," Journal of Negro Education 63, no. 4 (1994): 602-619;
60. Daniel J. Losen and Gary Orfield, eds., Racial Inequity in Special Education (Cambridge, Massachusetts: The Civil Rights Project at Harvard University and the Harvard Education Press, 2002);
61. Russell J. Skiba, Lori Poloni- Staudinger, Ada B. Simmons, L. Renae Feggins-Azziz, and Choong-Geun Chung, "Unproven Links:Can Poverty Explain Ethnic Disproportionality in Special Education?" Journal of Special Education 39,no. 3 (2005): 130-144;
62. and Russell J. Skiba, Choong-Geun Chung, Tony C. Wu, Ada B. Simmons, and Edward P. St. John, Minority Overrepresentation in Indiana's Special Education Programs: A Status Report (Bloomington: Indiana Education Policy Center, 2000).
63. Thomas Parrish, "Racial Disparities in Identification, Funding, and Provision of Special Education," in Racial Inequity in Special Education, ed. Losen and Orfield, 15-37.
64. Edward Garcia Fierros and James W. Conroy, "Double Jeopardy: An Exploration of Restrictiveness and Race in Special Education," in Racial Inequity in Special Education, ed. Losen and Orfield, 46.
65. Beth A. Ferri and David J. Connor, Reading Resistance: Discourses of Exclusion in Desegregation and Inclusion Debates (New York: Peter Lang, 2006).
66. Dewey, Democracy and Education, 89.
67. John Dewey, "Creative Democracy - The Task Before Us," in John Dewey: The Later Works, 1925- 1953, vol. 14, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1981), 227-228.
68. Dewey, Democracy and Education, 89.
69. Janis Chadsey and Gun Han Kyoung, "Friendship Facilitation Strategies: What Do Students in Middle School Tell Us?" Teaching Exceptional Children 38, no. 2 (2005): 52-57;
70. and Debbie Staub, Megan Spaulding, Charles A. Peck, Chrysan Gallucci, and Ilene S. Schwartz, "Using Nondisabled Peers to Support the Inclusion of Students With Disabilities at the Junior High School Level," Journal of the Association for Persons with Severe Disabilities 21, no. 4 (1996): 194-205.