"Veracity in Public Education"

​Distinguished Professor George Farkas published an article with Professor Emeritus James M. Kauffman of the University of Virginia (first author) in Exceptionality addressing beliefs to be considered in special education interventions. The title of the article is “Veracity in Public Education.”
 
Farkas’s research expertise includes special education needs and consequences, pre-school readiness, disparities and impacts of child care, children’s growth trajectories in reading, math, and science, and early interventions for students who have fallen behind in reading. His research has made a major contribution to understanding the school achievement gap for low income and ethnic minority students. Farkas has authored or co-authored four books and more than 125 articles in peer-reviewed journals. Collectively, his work has been cited more than 14,000 times. Recently, he was honored with the American Sociological Association Willard Wallen Award for lifetime achievement in the field of sociology of education. (Read more here.) At UCI, Farkas directs the Reading One-to-One Reading Program.  
 
Abstract

George Farkas

​Beliefs may be described as Type A, scientific and verifiable (objective), or Type B, not verifiable and personal (subjective). Type B might be considered subjective opinion, something other than empirically confirmed, objective truth. Nevertheless, Type B is asserted as truth by some and can be valued over Type A. Both kinds of belief are important in special education, and both have advantages and disadvantages. When Type A belief is available, it must be given precedence over Type B for informing and determining public policies and for choosing special education interventions. Unjust treatment of disabilities, including children with exceptionalities, is one predictable consequence of ignoring Type A belief, although it is also possible for injustice to be the result of ignoring Type B.