Residential special schooling : the inclusive option!
Jackson, Robin (2004) Residential special schooling : the inclusive option! Scottish Journal of Residential Child Care, 3 (2). ISSN 1478-1840
Preview |
Text.
Filename: Jackson_SJRCC_2004_Residential_special_schooling_the_inclusive.pdf
Final Published Version License: Strathprints license 1.0 Download (281kB)| Preview |
Abstract
Culham and Nind (2003) have argued that normalisation and inclusion are guiding philosophies which have a common end but radically different approaches to attaining that end. Whilst there is a shared desire to see people with special needs as valued members of the community, there is a fundamental difference. In normalisation, community presence and value are earned through minimising difference, whereas in inclusion, the person's difference is welcomed and valued. One way of eradicating that difference is through the process of assimilation (Allan, 1999). Assimilation, however, is at odds with the kind of empowerment strategies adopted by most other devalued groups (for example: ethnic minorities; women; people with physical and sensory disabilities) who celebrate their differences and welcome congregative identity and activity.
Persistent Identifier
https://doi.org/10.17868/strath.00086284-
-
Item type: Article ID code: 86284 Dates: DateEvent31 August 2004PublishedSubjects: Social Sciences > Social pathology. Social and public welfare
Social Sciences > Social pathology. Social and public welfare > Social service. Social work. Charity organization and practiceDepartment: Faculty of Humanities and Social Sciences (HaSS) > Social Work and Social Policy > Centre for Excellence for Children's Care and Protection (CELCIS) Depositing user: Pure Administrator Date deposited: 25 Jul 2023 11:40 Last modified: 09 Jun 2024 01:32 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/86284