This book addresses the negative consequences of labeling and separating education for students with "disabilities," the cultural biases inherent in the way that we view children's learning difficulties, the social construction of disability, the commercialization of special education, and related issues. The theme that unifies the chapters is that tension exists between professional ideology and practice, and the wishes and expectations of the recipients of professional practice--children, adolescents, and adults with disabilities and their families. These voices have rarely taken center stage in formulating important decisions about the quality and characteristics of appropriate practice. The dominant view in the field of special education has been that disability is a problem in certain children, rather than an artifact that results from the general structure of schooling; it does not take into consideration the voices of people with disabilities, their families, or their teachers. Offering an alternative perspective, this book deconstructs mainstream special education ideologies and highlights the personal perspectives of students, families, and frontline professionals such as teachers and mental health personnel. It is particularly relevant for special education/disabilities studies graduate students and faculty and for readers in general education, curriculum studies, instruction theory, and critical theory. Following a preface, this book is divided into the following chapters: (1) Place, Profession, and Program in the History of Special Education Curriculum (S. Danforth, S. Taff, and P. M. Ferguson); (2) Failing to Make Progress? The Aporias of Responsible Inclusion (J. Allan); (3) The Big Glossies: How Textbooks Structure (Special) Education (E. Brantlinger); (4) How Does It Feel to Be a Problem? Race, Disability,and Exclusion in Educational Policy (N. Erevellas, A. Kanga, and R. Middleton); (5) Multicultural Education: Not Needed in the Suburbs! (A. de Waal-Lucas); (6) The Impact of Reform on Students with Disabilities (S. Harvey-Koelpin); (7) Marcus and Harriet: Living on the Edge in School and Society (E. Stoughton); (8) No Place Like Home (G. Lewis-Robertson); (9) Winners Need Losers: The Basis for School Competition and Hierarchies (E. Brantlinger); and (10) Conclusion: Whose Labels? Whose Norms? Whose Needs? Whose Benefits? (E. Brantlinger).