Neutrality as a Moral Standpoint, Conceptual Confusion and the Full Inclusion Debate

Gallagher, Deborah J.

doi:10.1080/09687590120070042

Cited by 51 publications

(30 citation statements)

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Section: Special Education and Rehabilitative Services (Osers) 2002)mentioning

confidence: 99%

“…Some concerns focused on whether most general classroom teachers had skills or time to reward good behavior. Other concerns focused on how full inclusion (or something close to it) might endanger the ties between students with hearing impairments and the Deaf community that many adults with hearing impairments identified with (e.g., Fuchs & Fuchs, 1994;Gallagher, 2001;MacMillan, Gresham, & Forness, 1996;Zigmond et al, 1995).Legally and politically in the 1990s, full inclusion advocates faced an uphill struggle.Legally, the ambiguous wording of the least restrictive environment mandate did not clearly require full inclusion. Despite claims to the contrary, full inclusion advocates were unable to convince judges that the law required full inclusion.…”

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confidence: 99%

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Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Artiles

Kozleski

Dorn

et al. 2006

Review of Research in Education

139

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In theory, inclusive education is about all students and focuses on student presence, participation, acceptance, and achievement. In practice, inclusive education is multiplicity of discourses and practices. Historically, inclusive education is situated within waves of evolution.The first wave saw the establishment of general rights for children with disabilities, but some children-especially those with behavioral problems and severe intellectual disabilitiesremained unrecognized outsiders in schools and school communities. Subsequent waves of inclusive education have had differential impacts in developed and developing countries.A review of primarily U.S. and British inclusive education research at the school and classroom levels identified four shortcomings: inclusive education theory has outpaced its practice; inclusive education research ignores the influences of globalization forces; inclusive education theorization lacks conceptual clarity; and a substantial gap between the views of learning that informs research conducted either at the classroom level or the school level. In addition, views of learning in classroom and school based studies rely on different theoretical stipulations. Lack of cross-fertilization between classroom-and school-based inclusive education research is a missed opportunity for enriching this emerging knowledge base. Recommended is a re-mediation in the relationship between researchers and their work with theories that offer a systematic understanding of the cultural and political nature of learning. Learning in Inclusive Education Research 3Learning in Inclusive Education Research: Re-Mediating Theory and Methods with a Transformative AgendaInclusive education is a highly visible yet contentious notion in contemporary education reform due to conceptual, historical, and pragmatic reasons. From a conceptual perspective, the definition of inclusion is still debated, ranging from physical placement in general education classrooms to the transformation of entire educational systems. However, inclusive education tends to be defined in many professional and popular contexts as merely the placement of a student with disabilities in mainstream programs alongside nondisabled individuals. But even when inclusion is defined in such simplistic terms, the evidence suggests where a student with disabilities is educated has important correlates. For instance, a study of 11,000 students in the U.S. shows that students with disabilities who spend more time in general education classrooms tend to be absent less, perform closer to grade level than their peers in pull-out settings, and have higher achievement test scores (Blackorby et al., 2005). On the other hand, in the same study students with disabilities generally perform more poorly than their same grade peers without disabilities. In particular, unlike students with learning and sensory disabilities, students with mental retardation and autism cluster around the low end of standardized achievement tests.While some differences in outcomes...

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Section: Special Education and Rehabilitative Services (Osers) 2002)mentioning

confidence: 99%

mentioning

confidence: 99%

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Artiles

Kozleski

Dorn

et al. 2006

Review of Research in Education

139

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“…Najčešće navođen razlog zašto inkluziju treba primjenjivati (bez obzira na nalaze) tiče se njene postulirane moralne ispravnosti (Brantlinger, 1997;Gallagher, 2001;Thomas & Glenny, 2002). Odnosno: "[p]itanje inkluzije je, na kraju, neizbježno moralno" (Gallagher, 2001, p. 650), pri čemu se njeno procjenjivanje "odvija na području vrijednosti i načela, a ne rezultata" (Žiljak, 2013, str.…”

Section: Inkluzija Kao Moralni Imperativunclassified

Inkluzija, Moralnost I Realnost: Odgovori Na Teška Pitanja

Subotić

2015

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Inkluzija u obrazovanju ubrzano postaje dominantna paradigma obrazovanja djece s disabilitetima, uprkos uglavnom nedovoljno uvjerljivim nalazima u vezi sa formalnim ishodima njene implementacije. U ovom preglednom radu data je sistematična logičko-filozofska dekonstrukcija ključnih ideja inkluzije (poput postmodernističkog odbacivanja naučnog metoda i negiranja egzistencije disabiliteta), uz ukazivanje na njihove očigledne logičke kontradikcije. Posebna pažnja poklonjena je formalnom demantu postulirane apriorne moralne ispravnosti inkluzije. Polazeći od moralne teorije univerzalno preferabilnog ponašanja, demonstrirano je da je inkluzija, s obzirom na to da je utemeljena na kompulzivnoj obrazovnoj paradigmi i uzrasnoj segregaciji, apriorno podjednako moralno neopravdana kao i specijalno obrazovanje. Iako ispravno zastupa poziciju nemoralnosti bilo kakve segregacije, inkluzija je, dakle, logički i sama oblik segregacije. Ovo ima važne praktične implikacije jer pokazuje da je sama inkluzija uzročnik mnogih problema koji se pogrešno pripisuju njenoj neadekvatnoj implementaciji, te da optimalna implementacija zapravo nije moguća. Ovo dijelom objašnjava i inherentnu trivijalnost i praktičnu neupotrebljivost mnogih istraživanja koja se bave inkluzijom, poput ispitivanja stavova. Dati su i praktični primjeri toga kako je moguće prevazići problem trivijalnosti i odgovoriti na empirijska pitanja od neposrednog značaja. Pri tome, ukazano je da su ovakva pitanja, iako važna, prelaznog karaktera, jer je zaključak koji se nameće taj da problem obrazovanja djece sa ili bez disabiliteta ne može biti riješen unutar aktuelne obrazovne paradigme, ali da smo u međuvremenu primorani da se bavimo "minimizacijom štete".Ključne riječi: inkluzija, moralnost, univerzalno preferabilno ponašanje (UPB), kompulzivno obrazovanje, pregled istraživanja 2 Ovaj pregled zasniva se u određenoj mjeri na filozofsko-logičkoj argumentaciji i empirijskim nalazima prezentovanim u okviru moje doktorske disertacije (Subotić, 2014) i njenim formalnim pilot-istraživanjima (Subotić, 2010(Subotić, , 2011. Iako ovaj članak u kondenzovanoj formi prikazuje neke od glavnih filozofskih argumenata i istraživačkih nalaza pomenutih istraživanja (i nadopunjuje ih velikim brojem novih argumenata, pojašnjenja i sinteza), zainteresovane čitaoce pozivam da konsultuju puni tekst disertacije (dostupan sa http://goo.gl/yQoNdE), u cilju dobijanja potpunijeg uvida u sva relevantna pitanja.

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“…The claim made here is that traditional special education is historically linked to the development of nations, a perspective on childhood as the responsibility of the state and a school system that first and foremost has a responsibility to develop good citizens for the society. Inclusive education is alternatively part of a historical development connected to romanticism, an understanding of childhood as something that has a value in itself, and to a school system that aims at fostering self-formation that does not necessarily support the established society (Gallagher 2001). It is a heated debate within the academic area of special education about the role and position of special education (Hausstätter 2011).…”

Section: The Moral Argument In Special Educationmentioning

confidence: 99%

An article concerning romanticism, nationalism and the moral argument in special education

Hausstätter¹

2013

Scandinavian Journal of Disability Research

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Within the inclusion debate, the concepts of participation, equality, fraternity, liberty and democracy are often used by those favouring the inclusive perspective. These concepts are used to create a distance between traditional special education and inclusive education that seems to be grounded in a moral argument in favour of inclusive education. In order to better grasp the consequences of the moral argument in special education this article explores some of the mechanisms underlying the debate between traditional special education and inclusive education. Based on some major claims presented in childhood research, I focus on aspects of the history of childhood in relation to romanticism and nationalism. The claim made in this article is that the historical framework of childhood, related to romanticism and nationalism, creates a moral opposition that can be used to support praxis both for traditional special education and inclusive education.

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Neutrality as a Moral Standpoint, Conceptual Confusion and the Full Inclusion Debate

Cited by 51 publications

References 34 publications

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Inkluzija, Moralnost I Realnost: Odgovori Na Teška Pitanja

An article concerning romanticism, nationalism and the moral argument in special education

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