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The medicalization of America's schools = challenging the concept of educational disabilities /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The medicalization of America's schools/ by Joel Macht.
Reminder of title:	challenging the concept of educational disabilities /
Author:	Macht, Joel.
Published:	Cham :Springer International Publishing : : 2017.,
Description:	x, 243 p. :ill., digital ; : 22 cm.;
Contained By:	Springer eBooks
Subject:	Children with disabilities - Education (Elementary) - United States. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-62974-2
ISBN:	9783319629742

The medicalization of America's schools = challenging the concept of educational disabilities /
Macht, Joel.

The medicalization of America's schoolschallenging the concept of educational disabilities /[electronic resource] :by Joel Macht. - Cham :Springer International Publishing :2017. - x, 243 p. :ill., digital ;22 cm.

1. From Differences to Disabilities -- 2. Disability Identification -- 3. Learning Disabilities -- 4. ADHD -- 5. Active Intervention -- 6. Diversity and the Common Core.

This book challenges the validity of ADHD, learning disabilities, and dyslexia as meaningful special education categories, while it critically examines the misplaced medical model from which they're derived. The book asserts that the presumption that these disabilities cause school-related problems distracts from an active search for identifiable factors within a child's classroom that create and maintain responsibility for a child's underachievement and disruptive behavior. This futile effort to name a disability wastes precious time while the unattended youngster waits for assistance. When ultimately the disability is named, it provides no functional information that translates to effective strategies. The book exposes the school-based medical model's weaknesses, and reveals educational disabilities' altogether misunderstood structure, pointing out that ADHD and LD are not disabilities that a child has, but weak constructs that poorly describe each child's uniqueness. Finally, it provides an alternative model built on a child's strengths not his deficiencies, and it presents strategies that advance those strengths. The book emphasizes the positive outcomes when children experience school-related success, specifically their gained self-assurance. They make better choices, they become self-directed, and they experience the sustaining joy from learning and their own achievement.

ISBN: 9783319629742

Standard No.: 10.1007/978-3-319-62974-2doiSubjects--Topical Terms:

1196908
Children with disabilities
--Education (Elementary)--United States.

LC Class. No.: LC4031 / .M218 2017

Dewey Class. No.: 371.90973

The medicalization of America's schools = challenging the concept of educational disabilities /
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245 1 4 $a The medicalization of America's schools $h [electronic resource] : $b challenging the concept of educational disabilities / $c by Joel Macht.
260 $a Cham : $b Springer International Publishing : $b Imprint: Palgrave Macmillan, $c 2017.
300 $a x, 243 p. : $b ill., digital ; $c 22 cm.
505 0 $a 1. From Differences to Disabilities -- 2. Disability Identification -- 3. Learning Disabilities -- 4. ADHD -- 5. Active Intervention -- 6. Diversity and the Common Core.
520 $a This book challenges the validity of ADHD, learning disabilities, and dyslexia as meaningful special education categories, while it critically examines the misplaced medical model from which they're derived. The book asserts that the presumption that these disabilities cause school-related problems distracts from an active search for identifiable factors within a child's classroom that create and maintain responsibility for a child's underachievement and disruptive behavior. This futile effort to name a disability wastes precious time while the unattended youngster waits for assistance. When ultimately the disability is named, it provides no functional information that translates to effective strategies. The book exposes the school-based medical model's weaknesses, and reveals educational disabilities' altogether misunderstood structure, pointing out that ADHD and LD are not disabilities that a child has, but weak constructs that poorly describe each child's uniqueness. Finally, it provides an alternative model built on a child's strengths not his deficiencies, and it presents strategies that advance those strengths. The book emphasizes the positive outcomes when children experience school-related success, specifically their gained self-assurance. They make better choices, they become self-directed, and they experience the sustaining joy from learning and their own achievement.
650 0 $a Children with disabilities $x Education (Elementary) $z United States. $3 1196908
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