TY  - JOUR
PY  - 2018//
TI  - A just state of affairs: philosophical reflections on justice, inclusion and the education of disabled children
JO  - Cambridge journal of education
A1  - McMenamin, Trish
SP  - 625
EP  - 638
VL  - 48
IS  - 5
N2  - 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>
LA  - en
SN  - 0305-764X
UR  - http://dx.doi.org/10.1080/0305764X.2017.1394981
ID  - ref1
ER  -