Lexington Books
Pages: 386
•
Trim: 6⅜ x 9¼
978-0-7391-7749-5 • Hardback • July 2013 • $126.00 • (£97.00)
978-1-4985-1563-4 • Paperback • March 2015 • $59.99 • (£46.00)
978-0-7391-7750-1 • eBook • July 2013 • $56.50 • (£43.00)
Eric Shyman currently serves as assistant professor on the faculty of the Special Education Department at Dowling College in Oakdale, NY.
Introduction
Part I. Establishing the Historical Perspective of Exceptionality
Chapter 1: Conceptions of Exceptionality: Biblical Times through the Middle Ages
Chapter 2: The Educational Development of Children with Exceptionalities: 18th Century and Beyond
Chapter 3: Social and Legislative Histories of People with Exceptionalities
Chapter 4: Legitimizing the Field through Formal Thinking: The Development of Studies in Exceptionality
Part II. Establishing the Philosophical Perspective of Exceptionality
Chapter 5: The Western Philosophers
Chapter 6: Exploring Concepts of Justice
Chapter 7: Contextualizing Social Justice within Exceptionality
Part III. Establishing the Polemic for Inclusive Education
Chapter 8: The Development of the Concept of Inclusion
Chapter 9: Implementing Inclusive Education in Schools with a Positive Trajectory
Chapter 10: Addressing the Challenges of the Treatise
This wonderful book provides a compelling narrative of the historical and philosophical roots of inclusive education and contextualizes that history in a framework of social justice and critical pedagogy. Part 1 provides a historical perspective on exceptionality, including a nice chapter describing conceptions of exceptionality during biblical times and additional chapters focusing on legal developments and the genesis of exceptionality as a legitimate academic discipline. Part 2 begins with an overview of Western philosophical thought and its various connections to the study of exceptionality. Two important chapters focus on the study of exceptionality within a framework of social justice and the author's recommendations for utilizing that framework to advance the discipline and improve practice. Curiously, Shyman (Dowling College) makes only brief mention of how critical theory has been and continues to be employed in the theoretical study of exceptionality as well as applied innovations to improve practice. Readers would benefit from some foundational knowledge of critical theory concepts such as hegemony and the hidden curriculum. Overall, this is a wonderful book of great value to scholars of exceptionality as well as advanced practitioners. Summing Up: Recommended. Upper-division undergraduate, graduate, research, and professional collections.
— Choice Reviews
Eric Shyman’s Beyond Equality in the American Classroom: The Case for Inclusive Education offers an impassioned articulation and defense of the imperative of inclusion, as well as the implications of inclusion in the realms of both educational and disability policy and practice. . . .The work is successful and will be of interest to a variety of academic audiences.
— Educational Theory
Eric Shyman argues the case for an inclusive classroom in which education is truly individualized for all students as needed, rather than treating students with disabilities as a special interest group. At a time, when textbooks are removing chapters on the historical background of special education, and the professional standards developed by the Council of Exceptional children have been rewritten to exclude the importance of historical and foundational knowledge in special education, a book like this one is vital… It is critical that professors incorporate a book like this into their reading lists.
— Elizabeth Finnegan, St. Thomas Aquinas College
Dr. Shyman’s in depth knowledge is evident in this well documented journey through special education practices, policy and law and he provides a riveting example of social justice at this relevant time.
— Alyson Martin, Columbia University
In Beyond Equality in the American Classroom: The Case for Inclusive Education, Eric Shyman examines inclusive education reform in the United States from multiple perspectives, including legal, philosophical, historical, and practical. Perhaps no other book on the topic brings such a diverse and powerful armament of intellectual resources to the challenge of interrogating inclusion. The result is a full-force challenge to the continued operation of segregated educational provision and a thoughtful exploration of the promise and limits of inclusive education as democratic practice.
— Scot Danforth, San Diego State University