Change in Disability Classifi cation: Redrawing Categorical Boundaries in Special Education in the United States and Germany, 1920–2005

How do we make sense of considerable cultural diff erences and change in disability classifi cation? How are disability’s categorical boundaries being redrawn in special education to realign with shifting paradigms of normality? Based in particular on the case of provided services to students “with special educational needs, ” this analysis examines classifi cation systems of student disability and their categorical boundaries in the United States and Germany. Sketching the origins and evolu-tion of special education categories from 1920 to 2005, the comparison shows how categorical boundaries have been redrawn, giving rise to new groups of students