Equality dichotomies in inclusive education
Two general philosophical positions regarding inclusive education have moved to the forefront of inclusive education discourse in Western countries since the debate about inclusive education has begun. One is a moral doctrinal position advocating full inclusion and contending that integration is nec...
Salvato in:
| Pubblicato in: | URI:https://journals.openedition.org/alterjdr, |
|---|---|
| Autori principali: | , |
| Natura: | Article ou chapitre numérique |
| Lingua: | Anglais |
| Pubblicazione: |
Alter
2026
|
| Soggetti: | |
| Accesso online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Riassunto: | Two general philosophical positions regarding inclusive education have moved to the forefront of inclusive education discourse in Western countries since the debate about inclusive education has begun. One is a moral doctrinal position advocating full inclusion and contending that integration is necessary to maintain universal norms of non-discrimination. The other is an ethical position advocating partial inclusion. This latter position argues that exceptional students should receive accommodations specific to their individual needs through a combination of general classroom instruction and specialized instruction within segregated settings. Taken to their individually reasoned ends, these two philosophical approaches represent opposing ideological views and suggest a largely irresolvable debate regarding how exceptional students are best served. This paper presents a comparative analysis examining the underpinnings of these dichotomies within Canada and France. |
|---|