Special Education and Social Control

This book explores the rise of special needs education in Britain and its implications for social control, questioning the categorization of students and its societal effects.

Originally published in 1982, Special Education and Social Control delves into the significant rise of special needs schools in Britain from 1955 to 1980, where enrollment surged tenfold. The authors present a critical analysis of this phenomenon, examining the implications of labeling children as 'special needs' and the potential for such classifications to serve as a means of social control. They argue that many children may face undue categorization not due to genuine educational needs, but rather due to their inability to conform to societal expectations of the ideal student.

The book draws attention to the alarming growth of educational units for so-called 'difficult' pupils, which also saw a tenfold increase between 1970 and 1977. While some viewed this as a progressive step in the field of special education, others raised concerns about the underlying motives. The authors challenge the reader to consider whether these developments are truly beneficial or if they perpetuate existing inequalities and discrimination within the educational system.

Through a combination of empirical data and theoretical insights, Special Education and Social Control encourages readers to reflect on the broader societal implications of special education practices. It serves as both a historical account and a cautionary tale about the potential misuse of educational resources, urging educators, policymakers, and society at large to reconsider how we define and support diverse learning needs.