Pepperdine University School of Law, USA.
Int J Law Psychiatry. 2010 Nov-Dec;33(5-6):375-97. doi: 10.1016/j.ijlp.2010.09.009.
For more than thirty-five years a paradigm of low expectations has infected efforts to educate children with disabilities and has been a persistent and stubborn obstacle to the successful implementation of the Individuals with Disabilities Education Act (IDEA), and its predecessor, the Education of All Handicapped Children Act (EAHCA). This dilemma raises questions addressed in this paper: What is meant by low expectations in the context of Special Education Law? What are the root causes of this phenomenon, and what makes it so resistant to change? How does it impede implementation of the IDEA? And lastly, in what ways does the paradigm of low expectations impact children with disabilities socially, emotionally, and psychologically? The primary purpose of this paper is to consider these questions, particularly the last, utilizing therapeutic jurisprudence (TJ), a theoretical lens through which the emotional and psychological impact of the law and its processes upon those who interact in its context may be viewed and analyzed.
三十五年多来，一种低期望的模式一直影响着残疾儿童的教育工作，并且一直是成功实施《残疾人教育法》（IDEA）及其前身《所有残疾儿童教育法》（EAHCA）的持续而顽固的障碍。这一困境提出了本文所探讨的问题：在特殊教育法的背景下，低期望意味着什么？这种现象的根源是什么，是什么使其如此难以改变？它如何阻碍 IDEA 的实施？最后，低期望模式在哪些方面对残疾儿童的社交、情感和心理产生影响？本文的主要目的是利用治疗法学（TJ）来考虑这些问题，特别是最后一个问题，这是一种理论视角，可以通过它来观察和分析法律及其程序对那些在其背景下互动的人的情感和心理影响。
