This chapter examines the assignment of students to tracks and the assignment of students to special education classes and programs. It argues that the concept of educational risk has always been a central part of the discourse related to special education. This chapter traces the evolution of these two discourses and demonstrates the implications of their development for educational policy and practice.
CITATION STYLE
Richardson, J. G. (2006). The Variable Construction of Educational Risk. In Handbook of the Sociology of Education (pp. 307–323). Springer US. https://doi.org/10.1007/0-387-36424-2_14
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