A just state of affairs: philosophical reflections on justice,inclusion and the education of disabled children |
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| Authors: | Trish McMenamin |
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| Institution: | School of Educational Studies and Leadership, University of Canterbury, Christchurch, New Zealand |
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| Abstract: | 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. |
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| Keywords: | Justice inclusion disabled children special school inclusive education |
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