@article{ref1,
title="A just state of affairs: philosophical reflections on justice, inclusion and the education of disabled children",
journal="Cambridge journal of education",
year="2018",
author="McMenamin, Trish",
volume="48",
number="5",
pages="625-638",
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.<p /> <p>Language: en</p>",
language="en",
issn="0305-764X",
doi="10.1080/0305764X.2017.1394981",
url="http://dx.doi.org/10.1080/0305764X.2017.1394981"
}