Ethics of Inclusive Education

Franziska Felder is a Professor for Inclusive Education and Disability Research at the Department of Education at the University of Vienna, Austria.

• Introduction The Fenty Story The missing social dimension in the inclusion debates The structure of this book The approach, scope and method The comparison with slavery The limits of rights-based approaches The methodological approach: nonideal theorizing A brief review of the history of (inclusive) education The status of disabled people before the eighteenth century The Age of Enlightenment Shifting backgrounds and the importance of compulsory education The rupture of the Second World War and the growing importance of human rights The emergence of the concept of ‘inclusion’ The difficult role of special education today The concept of inclusion A confusing plethora of definitions The strong focus on schools and the lack of a debate on exclusion Inclusion between description and evaluation Inclusion as a ‘thick concept’ Two camps and the problems associated with them Inclusion: the proposal The sociological perspective The elements of inclusion The ontogenesis of inclusion in evolutionary biology and individual psychology Disability Change of emphasis within the inclusion literature The ‘deconstruction’ model The ‘barrier’ model The difference made by disability The social-relational model Inclusive education The current inclusion discourse and its shortcomings The school as an organisation and institution School versus family The functions of school Values that matter Step 1: Exclusion Step 2: The ethical-normative significance of inclusion Step 3: Inclusion and education Conclusion: the transformation of education The shift towards inclusion Closing remarks References

'Excellent, both in its coverage of key issues and its progression from ordinary concerns to theoretical analyses back to practical applications. Her framework will make an important and needed contribution to several ongoing scholarly discussions and has significant potential eventually to improve the lives of many disabled students.’ - Adam Cureton, University of Tennessee, Knoxville‘[Has] breadth and depth of coverage, drawing on philosophy and sociology, putting inclusive education in a historical context [and] written in a thorough and clearly argued way.’- Brahm Norwich, University of Exeter