Advertisement

“Social Consequences” of School Lunch for Students Who Receive Special Education Services: A Critical Outlook

  • Susan M. Bashinski
  • Kipton D. Smilie
Chapter

Abstract

In this chapter we highlight the need for further investigation into and discussion about the school lunch experiences of students who receive special education services. In 2011, Marcus B. Weaver-Hightower entreated scholars to begin examining the “social consequences” of school lunch, including those of different student populations interacting in the cafeteria. These social interactions and their meanings have been studied in regard to race, socio-economic status, gender, and age, among other factors. However, there has been little investigation into the lunchroom experiences of students who receive special education services, and little is known about interactions between this student population and their general education peers. Among the key questions in need of answers are: What is the current practice in school lunchrooms? What policy informs practice? Who determines procedures to be followed? Asking and exploring such questions will help bring attention to a space (the school lunchroom) and a population (students who receive special education services), which, in combination, have been the focus of very little critical study.

References

  1. Eckert, P. (1989). Jocks and burnouts: Social categories and identity in high school. New York: Columbia University, Teachers College.Google Scholar
  2. Eder, D. (1995). School talk: Gender and adolescent culture. New Brunswick: Rutgers University.Google Scholar
  3. Furlow, T. W. (1973). A matter of life and death. Pharos, 36(3), 84–90.Google Scholar
  4. Gargiulo, R. M., & Bouck, E. C. (2018). Special education in contemporary society: An introduction to exceptionality (6th ed.). Los Angeles: Sage.Google Scholar
  5. Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2015). Exceptional learners: An introduction to special education (13th ed.). Boston: Pearson.Google Scholar
  6. Heyne, L., Wilkins, V., & Anderson, L. (2012). Social inclusion in the lunchroom and on the playground at school. Social Advocacy and Systems Change Journal, 3(1), 54–68.Google Scholar
  7. Individuals with Disabilities Education Improvement Act of 2004 (IDEA), 20 U.S.C. §1400 et seq.Google Scholar
  8. Kanner, L. (1964). A history of the care and study of the mentally retarded. Springfield: Charles C. Thomas.Google Scholar
  9. Kunc, N. (1992). The need to belong: Rediscovering Maslow’s hierarchy of needs. Retrieved from http://www.broadreachtraining.com/articles/armaslow.htm
  10. Kunc, N. (1995). The other side of therapy: Disability, normalcy, and the tyranny of rehabilitation. Retrieved from Axis Consultation & Training, Ltd., November 4, 2004. http://www.normemma.com
  11. Kunc, N., & Van der Klift, E. (1995). A credo for support. Retrieved from http://www2.gnb.ca/content/dam/gnb/Departments/pcsdp-cpmcph/pdf/docs/CredoforSupport.pdf
  12. Lauer, V. K. (2014). When the school says no…how to get the yes! Securing special education services for your child. London: Jessica Kingsley.Google Scholar
  13. Levine, S. (2008). School lunch politics: The surprising history of America’s favorite welfare program. Princeton: Princeton University.CrossRefGoogle Scholar
  14. Maslow, A. (1970). Motivation and personality (2nd ed.). New York: Harper & Row.Google Scholar
  15. McKnight, J. (1995). The careless society: Community and its counterfeits. New York: BasicBooks, Perseus.Google Scholar
  16. Milner, M. (2004). Freaks, geeks, and cool kids: American teenagers, schools, and the culture of consumption. London: Routledge.Google Scholar
  17. National Center for Education Statistics, Institute of Education Sciences. (2009). Characteristics of public school districts in the United States: Results from the 2007–08 schools and staffing survey. First look. Retrieved from https://nces.ed.gov/pubs2009/2009320.pdf
  18. Ng, J., Sweeney, H. M., & Mitchiner, M. (2013). Let’s sit together: Exploring the potential for human relations education at lunch. Journal of Thought, 48(2), 65–77.Google Scholar
  19. Perske, R. (1991). Unequal justice? What can happen when persons with retardation or other developmental disabilities encounter the criminal justice system. Nashville: Abingdon.Google Scholar
  20. President’s Committee on Mental Retardation. (1970). The six-hour retarded child. Washington, DC: Author.Google Scholar
  21. Smith, J. D. (1995). Pieces of purgatory: Mental retardation in and out of institutions. Pacific Grove: Brookes/Cole.Google Scholar
  22. Smith, J. D., & Wehmeyer, M. L. (2012). Good blood bad blood: Science, nature, and the myth of the Kallikaks. Washington, DC: American Association on Intellectual and Developmental Disabilities.Google Scholar
  23. Southern Poverty Law Center. (2017). Teaching tolerance. Retrieved March 6, 2017, from http://www.tolerance.org/mix-it-up/what-is-mix
  24. Tatum, B. D. (1997). Why are all the Black kids sitting together in the cafeteria? And other conversations about race. New York: BasicBooks.Google Scholar
  25. Thorne, B. (1993). Gender play: Girls and boys in school. New Brunswick: Rutgers University.Google Scholar
  26. Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2016). Exceptional lives: Special education in today’s schools (8th ed.). Boston: Pearson.Google Scholar
  27. Weaver-Hightower, M. B. (2011). Why education researchers should take school food seriously. Educational Researcher, 40, 15–21.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Susan M. Bashinski
    • 1
  • Kipton D. Smilie
    • 1
  1. 1.Missouri Western State UniversitySt. JosephUSA

Personalised recommendations