Journal of Philosophy of Education 40 (3):313–328 (2006)

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The goal of inclusion is more or less credible depending in part on what it is that learners have in common. I discuss one characteristic that all learners are thought to share, although the learners I am concerned with represent an awkward case for the aspiration of inclusivity. Respect is thought of as something owed to all persons, and I defend the view that this includes persons with profound and multiple learning difficulties and disabilities. I also consider the implications of respecting profoundly disabled learners for teaching and learning, and three aspects in particular: treating the profoundly disabled learner as a person; the close relationship between teaching and caring for a vulnerable learner; and individualised learning as an element of a successful teaching and learning environment
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DOI 10.1111/j.1467-9752.2006.00526.x
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References found in this work BETA

Groundwork for the Metaphysics of Morals.Immanuel Kant - 1785/2002 - Oxford University Press.
Problems of the Self.Bernard A. O. Williams - 1973 - Cambridge University Press.
The Reasons of Love.Harry G. Frankfurt - 2004 - Princeton, NJ: Princeton University Press.
Sour Grapes: Studies in the Subversion of Rationality.Jon Elster - 1983 - Editions De La Maison des Sciences De L'Homme.

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Citations of this work BETA

Disability, Dependency and Indebtedness?John Vorhaus - 2007 - Journal of Philosophy of Education 41 (1):29–44.
Disability, Dependency and Indebtedness?John Vorhaus - 2007 - Philosophy of Education 41 (1):29-44.
The Logic of Deferral: Educational Aims and Intellectual Disability.Ashley Taylor - 2018 - Studies in Philosophy and Education 37 (3):265-285.

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