Equality dichotomies in inclusive education: Comparing Canada and France

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• 作者：Derek H. Berg^a ; Cornelia Schneider^b ; ^{cornelia.schneider@msvu.ca}
• 关键词：Inclusive education ; Canada ; France ; Moral argument ; Ethical argument
• 刊名：ALTER - European Journal of Disability Research / Revue Européenne de Recherche sur le Handicap
• 出版年：2012
• 期刊代码：pca397_18750672
• 类别：soc
• 出版时间：April-June, 2012
• 卷：6
• 期：2
• 页码：124-134
• 文件大小：321 K

摘要

Two general philosophical positions regarding inclusive education have moved to the forefront of inclusive education discourse in Western countries since the debate about inclusive education has begun. One is a moral doctrinal position advocating full inclusion and contending that integration is necessary to maintain universal norms of non-discrimination. The other is an ethical position advocating partial inclusion. This latter position argues that exceptional students should receive accommodations specific to their individual needs through a combination of general classroom instruction and specialized instruction within segregated settings. Taken to their individually reasoned ends, these two philosophical approaches represent opposing ideological views and suggest a largely irresolvable debate regarding how exceptional students are best served. This paper presents a comparative analysis examining the underpinnings of these dichotomies within Canada and France.