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ERIC Number: EJ896938
Record Type: Journal
Publication Date: 2010-Sep
Pages: 12
Abstractor: As Provided
Reference Count: 97
ISBN: N/A
ISSN: ISSN-1360-3116
The DSM and the Dangerous School Child
Bailey, Simon
International Journal of Inclusive Education, v14 n6 p581-592 Sep 2010
The history of ADHD is in part a history of children who have not fitted in at school. Yet until recently, surges in diagnostic levels had not prompted a questioning of the school's complicity in the trend. Through an analysis of the Diagnostic and Statistical Manual for Mental Disorders (DSM), the principal diagnostic guideline relating to ADHD, this paper seeks to deconstruct some of the techniques and practices by which "the truth of disorderly subjects", as mentioned by V. Harwood, is told within school. It will be argued that a focus on risk in early childhood promotes depoliticised notions of choice and responsibility feeding conclusions of individualised deficit. The emergence and influence of the DSM is offered here as illustrative of the alliance between the disciplines of medicine, psychology and education. Unchecked, such an alliance will lead to the further conflation of social and individual dysfunction, keeping more transformative notions of social inclusion obscured. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A