Del i serien SUNY series, Youth Social Services, Schooling, and Public Policy

From "Backwardness" to "At-Risk"

Childhood Learning Difficulties and the Contradictions of School Reform

Häftad, Engelska, 1994

569 kr

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This book examines the joint effort of twentieth-century public school administrators and private philanthropy to initiate reforms to provide for children with learning difficulties. The author explores the development of these reforms from the establishment of special classes for backward children at the beginning of the century to the creation of programs for learning disabled children. He considers what this history tells us about current efforts to provide for at-risk students. He looks at both the way school administrators conceptualized childhood learning difficulties and the institutional arrangements which they introduced to accommodate these students, and pays particular attention to the preference of school administrators throughout this century for accommodating low achieving children in segregated classes and programs.

Produktinformation

Utgivningsdatum1994-07-01
Mått229 x 151 x 17 mm
Vikt354 g
FormatHäftad
SpråkEngelska
SerieSUNY series, Youth Social Services, Schooling, and Public Policy
Antal sidor208
FörlagState University of New York Press
ISBN9780791419083

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Foreword by William J. ReesePrefaceAcknowledgments1. Learning Difficulties and the American Public School: A Conceptual Framework2. Educating Atlanta's Backward Children, 1898–19243. From Backwardness to L.D.: Medicalizing the Discourse of Learning Difficulties4. Private Philanthropy and the Education of Children with Learning Difficulties: From the Junior League School for Speech Correction to Whittaker Center5. The Struggle for School Reform in Minneapolis:Building Public School Programs for Low-Achieving Youth, 1930–1970Epilogue: At-Risk Children and the Common School IdealNotesBibliographical NoteIndex

"Barry M. Franklin's history of low-achieving, troubled, innocent children is sometimes chilling. For all their ostensible attempts to help children, America's public schools have frequently clipped the wings of youth. With a poet's eye but historian's sensibility, Franklin deftly recovers missing pages of the past. He provides the reader with valuable historical perspective on current policy debates on at-risk children." — From the Foreword by William J. Reese