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The Theoretical Foundations of Professional Development in Special Education: Is Sociocultural Theory Enough?

This article reviews sociocultural, multicultural, and critical pedagogical theories and suggests that an adequate and sufficient theoretical framework for professional development in special education must explicitly and directly address issues of power, discrimination, and relative status that underlie dilemmas of practice. It offers vignettes of such dilemmas, with reference to the 1998 Council for Exceptional Children's professional standards. (Contains extensive references.) (Author/DB)

  • Contributor: De Valenzuela, J. S., Connery, M. Cathrene, Musanti, Sandra I.
  • Date Published: Mar-Apr
  • Journal/Secondary Title: Remedial and Special Education
  • Notes: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 826 UNIV OF COLORADO AT BOULDER Search the catalog at the library of the University of Colorado at Boulder. ISSN: 0741-9325 English Special Series: Sociocultural Perspectives in Special Education, Part 2. Journal Article (CIJE) 070 Information Analyses; 080 Journal Articles; 120 Opinion Papers
  • Number: 2
  • Volume: 21
  • Year: 2000

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