Do Inclusion Policies Deliver Educational Justice for Children with Autism? An Ethical Analysis

Autor/in	Merry, Michael S.
Titel	Do Inclusion Policies Deliver Educational Justice for Children with Autism? An Ethical Analysis
Quelle	In: Journal of School Choice, 14 (2020) 1, S.9-25 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2019.1644126
Schlagwörter	Inclusion; Educational Policy; School Choice; Well Being; Autism; Pervasive Developmental Disorders; Justice; Student School Relationship; Parent Attitudes; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Inklusion; Politics of education; Bildungspolitik; Choice of school; Schulwahl; Well-being; Wellness; Wohlbefinden; Autismus; Gerechtigkeit; Schüler-Lehrer-Beziehung; Elternverhalten
Abstract	In this essay I ask what educational justice might require for children with autism in educational settings where "inclusion" entails not only meaningful access, but also where the educational setting is able to facilitate a sense of belonging and further is conducive to well-being. I argue when we attempt to answer the question "do inclusion policies deliver educational justice?" that we pay close attention to the specific dimensions of well-being for children with autism. Whatever the specifics of individual cases, both an attitude and policy of inclusion must permit parents to choose pragmatic alternatives, i.e., different learning environments, if educational justice is to remain the overriding goal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01