Myths About Changing Schools and the Case of Special Education

Abstract

THERE IS A POPULAR AND PERSISTENT MYTH THAT SCHOOLS SELDOM CHANGE. YET THEY DO. THE MYTH IS DUE IN PART TO HISTORICAL AMNESIA AND IN PART TO HOW CHANGE IS DEFINED. TWO TYPES OF CHANGE---INCREMENTAL AND FUNDAMENTAL---OFFER A TOOL FOR UNDERSTANDING THE KINDS OF CHANGES THAT HAVE MARKED THE HISTORY OF PUBLIC SCHOOLS AND THE CHANGES THAT HAVE OCCURRED. THE MYTH ABOUT CHANGE HAS ALSO AFFECTED THE EDUCATION OF CHILDREN WITH DISABILITIES, PARTICULARLY OVER JUDGING THE SUCCESS AND FAILURE OF INNOVATIONS AND THE STANDARDS USED TO MAKE SUCH JUDGMENTS. AFTER DISCUSSING THE MYTH AND HOW TO DETERMINE SUCCESS AND FAILURE, I END BY OFFERING SUGGESTIONS TO RESEARCHERS, ADMINISTRATIONS, AND PRACTITIONERS.