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Continuity and Change: Special Education Policy Development in Toronto Public Schools, 1945 to the Present


by Jason Ellis & Paul Axelrod — 2016


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Cite This Article as: Teachers College Record Volume 118 Number 2, 2016, p. 1-42
http://www.tcrecord.org ID Number: 18228, Date Accessed: 10/24/2017 7:16:11 AM
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About the Author
  • Jason Ellis
    University of British Columbia
    E-mail Author
    JASON ELLIS is an Assistant professor of Educational Studies at the University of British Columbia. An historian of education, his research interests include school reform, disability, special education, and educational policy change. Two of his recent articles examine the emergence of special classes for children with disabilities and learning difficulties as a contested early-twentieth-century school reform: "'Inequalities of children in original endowment’: How Intelligence Testing Transformed Early Special Education in a North American City School System,” History of Education Quarterly 53(4), 401–429; “‘All Methods–and wedded to none’: The deaf education methods debate and progressive educational reform in Toronto, Canada, 1922-1945,” Paedagogica Historica 50(3) 371–389.
  • Paul Axelrod
    York University
    E-mail Author
    PAUL AXELROD is an emeritus professor and former dean in the Faculty of Education at York University, Toronto, Canada. He has written widely on the history and politics of schooling and higher education. His publications include The Promise of Schooling: Education in Canada, 1800-1914; Making a Middle Class: Student Life in English Canada during the 1930s; and (co-editor), Making Policy in Turbulent Times: Challenges and Prospects for Higher Education.
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