Some Unwarranted Assumptions in the Education and Habilitation of Handicapped Children

Q: What does this research mean for the field?

Several prevalent assumptions in the education and habilitation of handicapped children are unwarranted and require critical re-evaluation by educators. Novelty: ClaimNovelty.CONTRADICTORY. Consensus alignment: ConsensusAlignment.CHALLENGES_CONSENSUS.

John W. Kidd

doi:10.1177/001312376600100202

April 1, 1966Education and training of the mentally retarded

Some Unwarranted Assumptions in the Education and Habilitation of Handicapped Children

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Key Points

The aim is to analyze nine unwarranted assumptions in the education and habilitation of handicapped children.
Identified and examined nine specific assumptions in the context of special education.
Encouraged reader reflection on these assumptions.
Request for critical thinking rather than agreement.
Highlighted the importance of questioning commonly held beliefs in special education.
Encouraged a more thoughtful approach in the habilitation of handicapped children.

Implication

This examination critiques unwarranted assumptions in special education, urging critical thinking in practice.

Abstract

Nine “unwarranted assumptions” are examined. Regarding them, the writer requests the readers to “think through these selected aspects of special education … not necessarily to agree….”

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Cite This Study

John W. Kidd (1966) studied this question.

synapsesocial.com/papers/6a0d4e9df03e14405aa99c6c https://doi.org/10.1177/001312376600100202

View at Publisher

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Some Unwarranted Assumptions in the Education and Habilitation of Handicapped Children

Key Points

Implication

Abstract

Discussion

Cite This Study

Some Unwarranted Assumptions in the Education and Habilitation of Handicapped Children

Key Points

Implication

Abstract

Discussion

Cite This Study

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