000 | 03085cam a2200445 i 4500 | ||
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001 | ocn885313009 | ||
003 | OCoLC | ||
005 | 20240726093707.0 | ||
008 | 140730s2014 nyu 000 0 eng | ||
010 | _a2014020334 | ||
015 |
_aGBB461543 _2bnb |
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016 | 7 |
_a016742032 _2Uk |
|
020 | _a9781137434708 | ||
035 | _a(OCoLC)885313009 | ||
040 |
_aDLC _beng _erda _cDLC _dYDX _dCDX _dYDXCP _dBDX _dUKMGB _dEYM _dOCLCF |
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042 | _apcc | ||
050 | 0 | 4 | _aLC3965.F245.F377 2014 |
050 | 0 | 4 | _aLC3965 |
100 | 1 |
_aFarrell, Michael, _d1948-, _e1 |
|
245 | 1 | 0 |
_aInvestigating the language of special education : _blistening to many voices / _cMichael Farrell, Independent Consultant in Special Education, UK. _hPR |
260 |
_aHoundmills, Basingstoke, Hampshire ; _aNew York : _bPalgrave Macmillan, _c(c)2014. |
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300 |
_aviii, 179 pages ; _c23 cm |
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336 |
_atext _btxt _2rdacontent |
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337 |
_aunmediated _bn _2rdamedia |
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338 |
_avolume _bnc _2rdacarrier |
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504 | _a1 (pages 163-172) and index. | ||
520 | 0 |
_a"Investigating the Language of Special Education guides the reader through the complex issues and ideas pertinent to understanding the language of special education. It responds to some of the subject's most pressing concerns, including the function and effects of language in labelling disabilities and disorders, the extent to which current special educational language reflects legal frameworks and definitions, and whether changes in language can lead to changes in perceiving a 'social reality' of special education. This volume brings clarity to these and other ambiguous areas in special education. Utilising a wide range of theoretical traditions from philosophy, sociology and anthropology, this book aims to raise the reader's awareness of the power as well as the limitations of language in relation to special education. It will therefore be of great interest to educators as well as students and researchers of applied linguistics and disability studies"-- _cProvided by publisher. |
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505 | 0 | 0 |
_aIntroduction: The Importance of Language in Special Education -- _t1. Past Voices: Historical Terminology -- _t2. Present Voices: Current Language in Special Education -- _t3. Grand Designs: Constructing Social Meaning -- _t4. Labelling: New Labels for Old? -- _t5. Disability Memoirs and Student Voice -- _t6. Problematizing Meaning: Deconstruction -- _t7. Immersed in Language: Discourse -- _t8. Analysing Concepts in Special Education -- _t9. Persuasive or Misleading Language -- _tConclusion. |
530 | _a2 | ||
650 | 0 |
_aSpecial education _vTerminology. |
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650 | 0 |
_aPeople with disabilities _xEducation. |
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650 | 0 |
_aPeople with disabilities _xSocial conditions. |
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650 | 0 | _aSociology of disability. | |
650 | 0 | _aSociolinguistics. | |
907 |
_a.b17192729 _b02-18-16 _c01-14-16 |
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942 |
_cBK _hLC _m2014 _e _i2018-07-15 _k85.00 |
||
998 |
_acim _b01-14-16 _cm _da _e- _feng _gnyu _h0 |
||
994 |
_aZ0 _bSBI |
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945 |
_g1 _i31923001790704 _j2 _lcimc _o- _p85.00 _q- _r- _s- -- _t61 _u0 _v0 _w0 _x0 _y.i20284019 _z02-18-16 |
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999 |
_c7921 _d7921 |
||
902 |
_a1 _bCynthia Snell _c1 _dCynthia Snell |