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Special children, integration and moral education
- Author:
- LEICESTER Mal
- Journal article citation:
- Children and Society, 8(4), 1994, pp.300-311.
- Publisher:
- Wiley
This paper explores issues concerning the integration of children with disabilities into mainstream schools and draws out the implications of the discussions for moral education. Social and personal theories of disability are reconciled to provide a basis for a moral education which bridges 'alternative' moral traditions. The author argues that successful integration requires a moral education for teachers and pupils which encourages the development of both a 'caring justice' and a 'judicious care'.
'Armed now with hope...': the construction of the subjectivity of students with integration
- Author:
- MARKS Genee
- Journal article citation:
- Disability and Society, 9(1), 1994, pp.71-84.
- Publisher:
- Taylor and Francis
Students who are integrated into the regular school system have traditionally been constructed in a variety of ways that reflects the philosophies and the policies of the relevant educational systems. Within these systems though, students have also constructed views of their own subjectivity, yet their perspectives and perceptions have seldom been studied. This paper explores the integration policy in Victoria, Australia, over the last decade to gain insight into the way students are constructed, and construct themselves, drawing on the poetry and diaries of a teenager who was been integrated into the regular school system.
Why not consider Citizenship?: a critique of post-school transitional models for young disabled people
- Author:
- TISDALL E. Kay M.
- Journal article citation:
- Disability and Society, 9(1), 1994, pp.3-17.
- Publisher:
- Taylor and Francis
The transition from school to 'adulthood', for young disabled people, is generally considered difficult by the relevant literature and service providers in the field. The present transitional models, however, both lack a consensus on the criteria for a 'successful' transition and fail to incorporate the young people into the debate. The young people can be treated with little respect and given little control in transitional decisions, particular as three negative statuses are typically attributed to them when they face transitional services: of being crisis-ridden adolescents, of being needy clients, and of being marginalized members of society. Instead, a transitional model based on citizenship is advocated, which would include re-locating the debate over 'successful' transition criteria with disabled people, altering the present 'transitional service' system to revolve around the young people, and greater connections between disability advocacy organisations and young disabled people.