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ERIC Number: EJ1346279
Record Type: Journal
Publication Date: 2022
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0267-1522
EISSN: EISSN-1470-1146
Available Date: N/A
Is Inclusive Education Really for Everyone? Family Stories of Children and Young People Labelled with 'Severe and Multiple' or 'Profound' 'Disabilities'
Research Papers in Education, v37 n3 p395-417 2022
Article 24 of the "Convention on the Rights of Persons with Disabilities," along with "General Comment 4," explicitly outlines the right of every person to an inclusive education at every level. And yet, even amongst supporters of inclusive education, it is not uncommon for some students to be considered 'too disabled' to be included. In this research I draw on the views and lived experiences of 10 parents, living in Australia, who identify their children as having been labelled with 'severe and multiple' or 'profound' impairments. I ask what inclusion means to these parents and their families, and whether inclusion and inclusive education is important to them. Drawing on these parent perspectives, is the notion of inclusive education for "everyone" realistic and desirable, or only idealistic? Should inclusion be inclusive or is it ultimately conditional? The perspectives of the research participants hold implications for the realisation of the right to inclusive education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A