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• W201462257 abstract "The aim in this article to examine the institutional construction of soft or mild disability by special education as a process of pre-incarceration in schools. Soft disability includes the categories of specific learning disabilities (LD), speech and language impairments (SLI), emotional and behavioural disorders (EBD), and mild mental retardation (MMR). Based on Foucault's (1975/1977) view of the link between prison and delinquency and Skrtic's (1995) critical-pragmatic perspective of disability and special education, I argue that labels of soft disability reflect a process of suspending the educational and citizenship participation of disadvantaged students. Similarly to what Foucault described as the production of delinquency by the prison, special education, by applying inconsistent identification criteria, increases the occurrence of soft disability. Variation and inquiry are outlined as alternative concepts whose implementation may reverse the negative school dynamic between soft disability and (pre)incarceration. RESUME: Le but de cet article est d'examiner si l'education specialisee serait une construction institutionnelle des difficultes legeres et favoriserait un processus de pre incarceration dans les ecoles. Les cas de legere incapacite incluent les categories suivantes: les difficultes specifiques d'apprentissage (LD), la parole et les troubles du langage (SLI), les desordres emotionnels et comportementaux (EBD), le retard mental leger (MMR). Se basant sur la vision de Foucault (1975/1977) portant sur le lien entre la prison et la delinquance, de meme que sur la perspective critique et pragmatique de Skrtic (1995) portant sur les difficultes et l'education specialisee, je soutiens que l'etiquette «difficultes legeres» reflete un processus de suspension de la Journal of Educational Thought Vol. 34, No. 2, 2000, pp. 113-134. This content downloaded from 207.46.13.53 on Thu, 01 Sep 2016 05:21:47 UTC All use subject to http://about.jstor.org/terms 114 ANASTASIOS KARAGIANNIS participation a l'education et a la citoyennete de la part des enfants en difficulte. De la meme facon que Foucault a decrit la production d'une delinquance par le biais de la prison, l'education specialisee, en appliquant des criteres d'identification inconsistants, augmente l'apparition de difficultes legeres. La variation et l'investigation sont retenues comme des concepts alternatifs dont la mise en oeuvre peut renverser la dynamique negative de l'ecole prise entre les difficultes legeres et la (pre)incarceration. Confining Soft Disability: Operation Identify Young Thugs The penitentiary technique and the delinquent are in a sense twin brothers .... They appeared together, the one extending from the other ... it this delinquency that must be known, assessed, measured, diagnosed, treated .... Delinquency the vengeance of the prison on justice. It a revenge formidable enough to leave the judge speechless. (Foucault, 1975/1977, p. 255) I will call her Judy. She teaches in a regular elementary school with a large population of at-risk students in the greater Montreal area. Judy strongly believes that all children, given the opportunity, can accomplish things. Recently, the school psychologist asked teachers in Judy's school to provide information on some forms about students who appeared to have problems. Judy later found out that these children were subsequently coded, that labeled, in a vaguely defined category of students with mild problems. None of the parents of these children were asked for permission to assess or label their children, merely receiving a letter from the school board, after the fact, stating that their child is receiving learning support in the school. Judy has noticed how an emphasis on labeling often coupled with a view that even mild disability poses a permanent obstacle to learning. In her mind, this permanent obstacle lends itself as a justification for limited or.po access to resource help, leaving frustrated teachers to swim or sink and often blame the parents for their children's predicament. Her perception of the This content downloaded from 207.46.13.53 on Thu, 01 Sep 2016 05:21:47 UTC All use subject to http://about.jstor.org/terms SOFT DISABILITY IN SCHOOLS 115 situation seems unsettling: If teachers complain to [the] union, they are told to complain to [the] school board. When [teachers] complain to [the] school board, they [school board personnel] ... speak of budget cuts or ... that [teachers] are being inefficient or have unrealistic expectations for these children. Judy's experience far from unique. It forms part of a wider social trend of redistributing wealth into fewer hands, deskilling, and disenfranchizing members of disadvantaged social groups. In schools, this deskilling takes the mold of labels of soft disability whose alleged characteristics increasingly resemble conditions of biological defect. According to Gould (1996), resurgences of biological determinism correlate with episodes of political retrenchment, particularly with campaigns for reduced government spending on social programs, or at times of fear among ruling elites, when disadvantaged groups sow serious social unrest or even threaten to usurp power (p. 28). Elsewhere, I elaborated the concept of as the creation and perpetuation of a split between comfortably endowed and deprived citizens through the use ... of public (p. 12). Fuelled by cyclical unemployment and underemployment and widespread paranoia about crime, kallikakization places disadvantaged students and their families under intense bureaucratic surveillance and control (Karagiannis, 1999). In this paper, I examine how the overidentification of soft disability plays a central role in the process of transforming many public schools into places of pre-incarceration for disadvantaged students. I outline variation and inquiry as alternative concepts whose implementation may reverse the negative school dynamic between soft disability and (pre)incarceration. Variation can advance practices that validate student differences and divergences. Inquiry provides the process through which educators perpetually seek to approximate the goal of variation practices and improvement of student skills. Currently, the incarceration rate ranges its highest point of any time in North America and continues to climb. Canada has the second highest rate of imprisonment in the western industrialized world 133 inmates for every 100,000 people. In provincial jurisdictions, the rate of aboriginal people in prison surpasses by three to nine times their proportion in the respective This content downloaded from 207.46.13.53 on Thu, 01 Sep 2016 05:21:47 UTC All use subject to http://about.jstor.org/terms 116 ANASTASIOS KARAGIANNIS general provincial populations. In the United States, which possesses the highest incarceration rate in the western industrialized world, the prison population now exceeds by half a million the prison population in communist China whose general population five times that of the United States general population. Until the mid-1970s, the American rate of incarceration remained relatively fixed at approximately 110 prisoners per 100,000 people. In the last three decades, the rate escalated and now hovers at 445 prison inmates for every 100,000 people. About half of the inmates are African-American, four times higher than their proportion in the general population of the United States (First Report on Progress for Federal/Provincial/Territorial Ministers for Justice, 1997; Royal Commission on Aboriginal Peoples, 1996, pp. 26-81; Schlosser," @default.
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• W201462257 title "Soft Disability in Schools: Assisting or Confining At Risk Children and Youth?." @default.
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