This provocatively entitled work traces the historical evolution of educational provisions for a group of Ontario's exceptional students. The book documents changes in these students' educational status from trainable retarded children schooled in settings run primarily by parents, to their identification as pupils under the umbrella of Ontario's Special Education legislation. By means of this change, these pupils become participants in Ontario's publicly funded education systems. Drawing on a variety of sources, including an impressive collection of private papers, the author generates a slim volume significant for the material it preserves, the questions it raises in the reader's mind, …
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