Citation

McMenamin T. Camb. J. Educ. 2018; 48(5): 625-638.

Copyright

(Copyright © 2018, Informa - Taylor and Francis Group)

DOI

10.1080/0305764X.2017.1394981

PMID

unavailable

Abstract

In the current education policy environment, inclusion - that is the situation in which all disabled children and young people attend their local school and there is no alternative form of provision - is widely accepted as best representing a just state of affairs as regards where these children go to school; any alternative circumstances are equated with injustice and unfairness. This article presents a philosophical reflection on this matter. Drawing on the work of Nussbaum, Cigman and others, the author argues that a single conception of just educational arrangements as articulated in inclusive education policies is insufficient to what is a complex issue. It is proposed that any assessment or evaluation of the justice or otherwise of educational arrangements for disabled children and young people requires a nuanced approach that takes into consideration the lived experiences of those children and the different values and desires they and their families might hold.

Language: en

Keywords

disabled children; inclusion; inclusive education; Justice; special school