Is Inclusive Education Really for Everyone? Family Stories of Children and Young People Labelled with 'Severe and Multiple' or 'Profound' 'Disabilities'

Autor/in	Cologon, Kathy
Titel	Is Inclusive Education Really for Everyone? Family Stories of Children and Young People Labelled with 'Severe and Multiple' or 'Profound' 'Disabilities'
Quelle	In: Research Papers in Education, 37 (2022) 3, S.395-417 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cologon, Kathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1849372
Schlagwörter	Inclusion; Students with Disabilities; Severe Disabilities; Multiple Disabilities; Foreign Countries; Parent Attitudes; Equal Education; Outcomes of Education; Experience; Social Bias; Attitudes toward Disabilities; Social Isolation; Australia + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Multiple disability; Mehrfachbehinderung; Ausland; Elternverhalten; Lernleistung; Schulerfolg; Erfahrung; Soziale Isolation; Australien
Abstract	Article 24 of the "Convention on the Rights of Persons with Disabilities," along with "General Comment 4," explicitly outlines the right of every person to an inclusive education at every level. And yet, even amongst supporters of inclusive education, it is not uncommon for some students to be considered 'too disabled' to be included. In this research I draw on the views and lived experiences of 10 parents, living in Australia, who identify their children as having been labelled with 'severe and multiple' or 'profound' impairments. I ask what inclusion means to these parents and their families, and whether inclusion and inclusive education is important to them. Drawing on these parent perspectives, is the notion of inclusive education for "everyone" realistic and desirable, or only idealistic? Should inclusion be inclusive or is it ultimately conditional? The perspectives of the research participants hold implications for the realisation of the right to inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01