Educational Subnormality

This book questions the classification of mild educational subnormality, exploring how professionals' biases influence their decisions about children's education.

Originally published in 1981, Educational Subnormality presents a comprehensive analysis based on a three-year study of children transitioning into special ESN-M education in an English city during the mid-1970s. This book critically examines the concept of mild educational subnormality, delving into the criteria that professionals use to categorize children within this often stigmatized label. Through this exploration, the author raises important questions about the implications of such classifications on children's educational experiences.

The study reveals that the judgments made by professionals are not solely based on objective measures, but are significantly influenced by their beliefs regarding the behavioral, familial, and class characteristics of the children. These perceptions, in turn, reflect the professionals' own positions within the broader social structure. This insight challenges the reader to reconsider the biases that may underlie educational decisions and the potential impact on children's development and self-perception.

Educational Subnormality ultimately advocates for a more nuanced understanding of educational needs, urging educators and policymakers to reflect critically on how societal attitudes shape educational practices. By addressing these systemic issues, the book aims to foster a more inclusive approach to education that recognizes the diverse abilities and potential of all children.