TY  - CHAP
AB  - Malice – knowingly doing harm – has been attributed to special education, threatening its continued existence. Malicious education may include inferior education, exclusion from opportunities, miseducation, unnecessary stigmatization, or failure to meet individual needs. Malice may be overt or covert, unselective or selective, or be directed toward those included or those excluded. Attributions of malice may be evaluated by a series of questions comprising a decision model, and this decision model may be applied to attributions of malice to special education. Suggestions that special education is malicious are not confirmed by application of the decision model. False accusations that special education is malicious are derived from inappropriate comparisons, unreasonable expectations, and assertions that are not grounded in realities.
VL  - 22
SN  - 978-1-84855-311-8, 978-1-84855-310-1/0735-004X
DO  - 10.1108/S0735-004X(2009)0000022004
UR  - https://doi.org/10.1108/S0735-004X(2009)0000022004
AU  - Kauffman James M.
ED  - Thomas E. Scruggs
ED  - Margo A. Mastropieri
PY  - 2009
Y1  - 2009/01/01
TI  - Attributions of malice to special education policy and practice
T2  - Policy and Practice
T3  - Advances in Learning and Behavioral Disabilities
PB  - Emerald Group Publishing Limited
SP  - 33
EP  - 66
Y2  - 2024/09/19
ER  -