Introduction: The Importance of Language in Special Education 1. Past Voices: Historical Terminology 2. Present Voices: Current Language in Special Education 3. Grand Designs: Constructing Social Meaning 4. Labelling: New Labels for Old? 5. Disability Memoirs and Student Voice 6. Problematizing Meaning: Deconstruction 7. Immersed in Language: Discourse 8. Analysing Concepts in Special Education 9. Persuasive or Misleading Language Conclusion
Michael Farrell is a private consultant in Special Education
based in the UK. Professionally, Michael has worked as a head
teacher, a lecturer at London University and as a local authority
inspector. He managed a national psychometric project for City
University, London, and directed a national initial
teacher-training project for the United Kingdom Government
Department of Education. Currently, as a private special education
consultant, he works across the world with children, families,
schools, local authorities, voluntary organisations, universities,
and government ministries. His many books on education and special
education include Debating Special Education, Effective Teachers
Guides to Special Education, Educating Special Children: An
Introduction to Provision for Pupils with Disabilities and
Disorders, and N ew Perspectives in Special Education: Contemporary
Philosophical Debates.
'Michael Farrell's powerful and thought-provoking book presents a thorough examination of language related to special education, and the way we wield it. Readers will be challenged to confront their own language assumptions, beliefs, and biases which is essential for the progression of our profession. This is a must-read for all of us involved in special education.' - Desirée Gallimore, Guide Dogs NSW/ACT, RIDBC Renwick Centre, University of Newcastle, Australia. 'Michael Farrell, a well-known advocate of good special schools, applies the work of philosophers such as Foucault and Derrida to special education, with results that challenge our use of language. He writes convincingly about the power of language but also its limitations as an agent of change.' - Ann Sydney, education consultant, UK
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