title: Special education epistemology as a product of western culture: implications for non-western families of children with disabilities.
abstract: 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.
authors.affiliation: Department of Reading, Special Education and Technology, Towson University, MD 21252, USA.
authors.forename: M
authors.initials: M
authors.lastname: Kalyanpur
mesh_terms: D002648:Child; D018864:Cultural Diversity; D019988:Children with Disabilities; D004519:Education, Special; D005190:Family / Q000523:psychology*; D006801:Humans; D019359:Knowledge