[en] oining life course and educational stratification research with disability studies' complimentary emphasis on structure and disabling barriers enables a more complete analysis of the experiences and life chances of primary and secondary school students who are classified disabled. Because the processes that affect life course phases and transitions, as well as individual opportunities, identities, and attainments are cumulative, analysis of early differentiation is necessary to understand how (special) education legitimates and generates social inequality. Universal compulsory education led schools to develop a variety of sorting mechanisms. Especially during the resulting transitions within an educational system's learning opportunity structures, special educational needs are identified, labelled and categorical boundaries drawn around dis/ability altering individuals' trajectories. By stigmatizing, separating, and segregating students, special education institutions in Germany and the United States construct social inequality early in the life course.
Research center :
Max-Planck-Institut für Bildungsforschung, Berlin
Disciplines :
Sociology & social sciences
Author, co-author :
Powell, Justin J W ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI)
Language :
English
Title :
Constructing Disability and Social Inequality Early in the Life Course
Publication date :
2003
Journal title :
Disability Studies Quarterly
ISSN :
2159-8371
Publisher :
Society for Disability Studies, Chicago, Unknown/unspecified