Waves of education reform in Ontario since the 1960s have resulted in widespread changes to curriculum, governance, and policy directives. Despite these continual reforms the structures and the practices of special education have changed very little since the early twentieth century. This dissertation looks at special education policy historically (1965-1980) in Ontario and offers an explanation for this resistance to change.
Policy archaeology is developed in this study to map policy texts backwards through time and to interpret the meaning of policy discourses in these texts. The discourses produced by various policy actors are interpreted within the historical context to illuminate the ideologically informed beliefs of society about children with disabilities and their education.
The ideologies of conservatism, liberalism, and scientific rationalism continue to construct the identities of children with disabilities as deviant from “normal” children. These differences are scientifically measured and quantified by medical and psychological professionals. The hierarchical organization of schooling sorts students into homogeneous groups according to ability. The constructed identities and segregated placements marginalize children with disabilities from the opportunities available to children in the regular classroom. Ideologies are stable and enduring and contribute to the stability of beliefs about special education in spite of extensive and continuous reforms in other areas of education.
This dissertation builds on the earlier theories of the policy web (Joshee & Johnson, 2005). The large policy web of special education is composed of individual webs of meaning that represent the condensation symbols of disability, education, professionalism, management, and equality in particular ways that support the marginalization of children with disabilities. These webs are internally cohesive and related to each other by shared discourses. These interconnections give the web an intricate, irregular design but also give the web strength.
Based on Pierre Bourdieu’s theories of capital, the members of the Ontario Association for Children with Learning Disabilities, and its members as individuals, held high forms of capital that were used as power. This association shaped policy discourses in particular ways that influenced beliefs about learning disabilities, acquired resources for children with learning disabilities, and reproduced privilege for the association.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/32144 |
| Date | 21 February 2012 |
| Creators | DeBeer, Yvette |
| Contributors | Joshee, Reva |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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