|
Sign In to gain access to subscriptions and/or personal tools.
|
The Newtonian Mechanistic Paradigm, Special Education, and Contours of AlternativesAn Overview
Lous Heshusius
Lous Heshusius received her undergraduate education in the Netherlands and her PhD from Indiana University. She has taught regular and special education at elementary and secondary levels in both the Netherlands and North America, At present she is associate professor and academic monitor, In-service, Faculty of Education, York University, Toronto. Present research interests include the interrelationship between worldviews, the arts and sciences, phenomenology of exceptionality, qualitative research, and the influence of culture and gender on knowledge construction. Address: Lous Heshusius, Faculty of Education, Ross S616, York University, 4700 Keele St., Toronto, Ontario, Canada M3J 1P3.
The concept of paradigm as a set of ontological and epistemological benchmarks is the basis for a discussion of the influence the Newtonian mechanistic paradigm has exerted over special education theory, research, and practice. Discussions of "malcontents" with the mechanistic paradigm across the social sciences and within special education are noted. Recent literature in the field of special education is critiqued for renaming theories as paradigms, thereby leaving mechanistic assumptions in place. The contours are then drawn of theoretical reorientations and of the emerging alternative holistic paradigm and its importance for special education. It is concluded that we do not have paradigms or paradigm shifts within the field, but that the field is part of a paradigm that is undergoing change across the sciences and social sciences.
Journal of Learning Disabilities, Vol. 22, No. 7,
403-415 (1989)
DOI: 10.1177/002221948902200702
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
This article has been cited by other articles:
|
|
|
|
 
S. Danforth
From Epistemology to Democracy: Pragmatism and the Reorientation of Disability Research
Remedial and Special Education,
December 1, 2006;
27(6):
337 - 345.
[Abstract]
[PDF]
|
|
|
|
|
|
|
W. Sailor and J. L. Paul
Framing Positive Behavior Support in the Ongoing Discourse Concerning the Politics of Knowledge
Journal of Positive Behavior Interventions,
January 1, 2004;
6(1):
37 - 49.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. A. Bloom
Book Review: Autism and the Crisis of Meaning by Alexander Durig New York: State University of New York, 1996 312 pages
Focus on Autism and Other Developmental Disabilities,
January 1, 2000;
15(3):
182 - 183.
[PDF]
|
|
|
|
|
|
|
S. C. Trent, A. J. Artiles, and C. S. Englert
Chapter 8: From Deficit Thinking to Social Constructivism: A Review of Theory, Research, and Practice in Special Education
Review of Research in Education,
January 1, 1998;
23(1):
277 - 307.
[PDF]
|
|
|
|
|
|
|
C. D. MERCER, H. B. Lane, L. Jordan, D. H. Allsopp, and M. R. Eisele
Empowering Teachers and Students with Instructional Choices in Inclusive Settings
Remedial and Special Education,
July 1, 1996;
17(4):
226 - 236.
[Abstract]
[PDF]
|
|
|
|
|
|
|
E. H. Bacon and L. A. Bloom
Beyond the Herring Sandwich Phenomenon: A Holistic Constructivist Approach to Teacher Education
J Learn Disabil,
December 1, 1995;
28(10):
636 - 645.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. H. Raskind and E. L. Higgins
Reflections on Ethics, Technology, and Learning Disabilities: Avoiding the Consequences of Ill-Considered Action
J Learn Disabil,
August 1, 1995;
28(7):
425 - 438.
[Abstract]
[PDF]
|
|
|
|
|
|
|
A. Goddard
From Product to Process in Curriculum Planning: A View From Britain
J Learn Disabil,
May 1, 1995;
28(5):
258 - 263.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. K. Reid, S. J. Robinson, and T. D. Bunsen
Empiricism and Beyond: Expanding the Boundaries of Special Education
Remedial and Special Education,
May 1, 1995;
16(3):
131 - 141.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. E. Wall and J. Dattilo
Creating Option-Rich Learning Environments: Facilitating Self-Determination
Journal of Special Education,
January 1, 1995;
29(3):
276 - 294.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. G. Nicholls, M. McKenzie, and J. Shufro
Schoolwork, Homework, Life's Work: The Experience of Students With and Without Learning Disabilities
J Learn Disabil,
November 1, 1994;
27(9):
562 - 569.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. K. REID, C. KURKJIAN, and S. S. CARRUTHERS
Special Education Teachers Interpret Constructivist Teaching
Remedial and Special Education,
September 1, 1994;
15(5):
267 - 280.
[Abstract]
[PDF]
|
|
|
|
|
|
|
C. S. Englert, K. L. Tarrant, T. V. Mariage, and T. Oxer
Lesson Talk as the Work of Reading Groups: The Effectiveness of Two Interventions
J Learn Disabil,
March 1, 1994;
27(3):
165 - 185.
[Abstract]
[PDF]
|
|
|
|
|
|
|
K. R. Harris and S. Graham
Constructivism: Principles, Paradigms, and Integration
Journal of Special Education,
January 1, 1994;
28(3):
233 - 247.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. Dixon and D. Carnine
Ideologies, Practices, and their Implications for Special Education
Journal of Special Education,
January 1, 1994;
28(3):
356 - 367.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. M. Gerber
Postmodernism in Special Education
Journal of Special Education,
January 1, 1994;
28(3):
368 - 378.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. C. Moats and G. R. Lyon
Learning Disabilities in the United States: Advocacy, Science, and the Future of the Field
J Learn Disabil,
May 1, 1993;
26(5):
282 - 294.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. D. Hammill
A Brief Look at the Learning Disabilities Movement in the United States
J Learn Disabil,
May 1, 1993;
26(5):
295 - 310.
[PDF]
|
|
|
|
|
|
|
M. M. Warner
Objectivity and Emancipation in Learning Disabilities: Holism From the Perspective of Critical Realism
J Learn Disabil,
May 1, 1993;
26(5):
311 - 325.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. L. Paul, A. J. Duchnowski, and S. Danforth
Changing the Way We Do Our Business: One Department's Story of Collaboration with Public Schools
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children,
April 1, 1993;
16(2):
95 - 108.
[Abstract]
[PDF]
|
|
|
|
|
|
|
G. E. Dickman III
Adoptees Among Students with Disabilities
J Learn Disabil,
October 1, 1992;
25(8):
529 - 531.
[PDF]
|
|
|
|
|
|
|
C. H. Keefe
Developing Responsive IEPs Through Holistic Assessment
Intervention in School and Clinic,
July 1, 1992;
28(1):
34 - 40.
[Abstract]
[PDF]
|
|
|
|
|
|
|
G. Buck, C. Morsink, C. Griffin, T. Hines, and L. Lenk
Preservice Training: The Role of Field-Based Experiences in the Preparation of Effective Special Educators
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children,
April 1, 1992;
15(2):
108 - 123.
[PDF]
|
|
|
|
|
|
|
J. McLeskey and N. L Waldron
Identifying Students with Learning Disabilities: The Effect of Implementing Statewide Guidelines
J Learn Disabil,
October 1, 1991;
24(8):
501 - 506.
[Abstract]
[PDF]
|
|
|
|
|
|
|
K. R. Harris
PARADIGMS
J Learn Disabil,
December 1, 1990;
23(10):
586 - 587.
[PDF]
|
|
|
|
|
|
|
R. P. Iano
Special Education Teachers: Technicians or Educators?
J Learn Disabil,
October 1, 1990;
23(8):
462 - 465.
[PDF]
|
|
|
|
|
|
|
S. A. Lyle, G. Chase, and G. E. Dickman
Responses to Coles and Heshusius
J Learn Disabil,
March 1, 1990;
23(3):
138 - 140.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. T. Wambsgans
Being Successful with Dyslexia
J Learn Disabil,
January 1, 1990;
23(1):
9 - 10.
[Abstract]
[PDF]
|
|
|
|
|
