Includes bibliographical references and index.

Introduction



The Fenty Story



The missing social dimension in the inclusion debates



The structure of this book


The approach, scope and method







The comparison with slavery



The limits of rights-based approaches



The methodological approach: nonideal theorizing









A brief review of the history of (inclusive) education





The status of disabled people before the eighteenth century



The Age of Enlightenment



Shifting backgrounds and the importance of compulsory education



The rupture of the Second World War and the growing importance of human rights



The emergence of the concept of 'inclusion'



The difficult role of special education today





The concept of inclusion





A confusing plethora of definitions



The strong focus on schools and the lack of a debate on exclusion



Inclusion between description and evaluation



Inclusion as a 'thick concept'



Two camps and the problems associated with them



Inclusion: the proposal



The sociological perspective



The elements of inclusion



The ontogenesis of inclusion in evolutionary biology and individual psychology





Disability





Change of emphasis within the inclusion literature



The 'deconstruction' model



The 'barrier' model



The difference made by disability



The social-relational model





Inclusive education





The current inclusion discourse and its shortcomings



The school as an organisation and institution



School versus family



The functions of school





Values that matter





Step 1: Exclusion



Step 2: The ethical-normative significance of inclusion



Step 3: Inclusion and education





Conclusion: the transformation of education





The shift towards inclusion



Closing remarks





References

"The Ethics of Inclusive Education clarifies the idea of inclusion and its normative content, and presents a coherent theoretical framework for inclusion and inclusive education. It serves as one of the first extended philosophical defenses in the field of inclusive education that goes beyond a simple assertion of educational value. Integrating perspectives from the history, sociology and psychology of inclusive education, this book develops a holistic concept of inclusion, while clearly and systematically examining the ethical-normative content of inclusive education. It also offers - an interdisciplinary analysis of inclusion and inclusive schooling, ranging from historical to sociological analysis of their predecessors and preconditions, to the investigation of their philosophical and educational content, an in-depth analysis of the moral significance of exclusion, the value of inclusion and inclusive education from an analytical point of view, and practice-oriented investigations of the individual and social conditions for inclusion and inclusive education. The Ethics of Inclusive Education serves researchers, practitioners, and politicians, to make key educational decisions about how to understand, explore or realize inclusive educational aims, especially with respect to disability and special needs"-- Provided by publisher.