Special education epistemology as a product of western culture: implications for non-western families of children with disabilities.
The dominant epistemological model in Western special education, the medical model, is imbedded with assumptions about the meanings of disability that may conflict with alternative beliefs held by non-Western families of children with disabilities. This paper argues the need for professional awareness of these imbedded assumptions towards culturally responsive service delivery.
Kalyanpur
M
M
Department of Reading, Special Education and Technology, Towson University, MD 21252, USA.
D002648:Child; D018864:Cultural Diversity; D019988:Children with Disabilities; D004519:Education, Special; D005190:Family / Q000523:psychology*; D006801:Humans; D019359:Knowledge