<DIV><p style="margin: 0in 0in 0pt">Since Margret A. Winzer wrote her landmark work <i>The History of Special Education, </i>much has transpired in this field, which she again has captured in a remarkable display of scholarship. Winzer's new study <i>From Integration to Inclusion: A History of Special Education in the 20th Century </i>focuses chiefly on the significant events of the twentieth and early twenty-first centuries in the United States and Canada. Its key dynamics consist of a retrospective overview of the paradigms that emerged from and shaped special education; a critical assessment of past progress and reform, including failures and disappointments; and an analysis of the theoretical diversity within the discipline.</p> <p style="margin: 0in 0in 0pt"> </p> In this stand-alone volume, Winzer juxtaposes the historical study of disability and of special schooling and service provision with reference to broader social systems, protocols, and practices. She documents how prevailing emotional and intellectual climates influence disability and schooling, and also takes into account the social, political, and ideological factors that affect educational theory and practice. Winzer recognizes that reform has been the Zeitgeist of the history of special education. Crucial problems such as defining exceptional conditions and separating them from one another were formulated in contexts organized along moral, theological, legislative, medical, and social dimensions. Many of these reforms failed for various reasons, which Winzer thoroughly explains in her study. Most of these reforms evolved from the long and honorable pedigree that the field of special education has possessed since its earliest antecedents, now admirably brought up to date by this outstanding work.</DIV>