David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 41 (4):775–793 (2007)
The universalist argument that all children should be educated in inclusive mainstream schools, irrespective of their difficulties or disabilities, is traced to the claims that special schools and disability ‘labels’ are inherently humiliating, and that no decent society tolerates inherently humiliating institutions. I ask whether there is a sound reason for a child to feel humiliated by special schools/disability ‘labels’ as such, and find none. Empirically, some do and some do not find these humiliating, and it is argued that the failure to address the multiple ‘realities’ of disability and learning difficulty is responsible for the policy impasse in this area
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References found in this work BETA
J. L. Austin (1962). Sense and Sensibilia. Oxford University Press.
Simon Blackburn (2001). Being Good: An Introduction to Ethics. Oxford University Press.
Ruth Cigman (2001). Self-Esteem and the Confidence to Fail. Journal of Philosophy of Education 35 (4):561–576.
Ruth Cigman (2004). Situated Self-Esteem. Journal of Philosophy of Education 38 (1):91–105.
Catherine Clark, Alan Dyson & Alan Millward (1999). Theorising Special Education. British Journal of Educational Studies 47 (2):184-188.
Citations of this work BETA
George Koutsouris (2014). Inclusion and Homophily: An Argument About Participatory Decision-Making and Democratic School Management. British Journal of Educational Studies 62 (4):413-430.
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