Residential special schooling: the inclusive option!
Culham and Nind (2003) have argued that normalisation and inclusion are guiding philosophies which have a common end but radically different approaches to attaining that end. Whilst there is a shared desire to see people with special needs as valued members of the community, there is a fundamental d...
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| Format: | Article |
| Language: | English |
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CELCIS
2004-08-01
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| Series: | Scottish Journal of Residential Child Care |
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| _version_ | 1832590571210801152 |
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| author | Robin Jackson |
| author_facet | Robin Jackson |
| author_sort | Robin Jackson |
| collection | DOAJ |
| description | Culham and Nind (2003) have argued that normalisation and inclusion are guiding philosophies which have a common end but radically different approaches to attaining that end. Whilst there is a shared desire to see people with special needs as valued members of the community, there is a fundamental difference. In normalisation, community presence and value are earned through minimising difference, whereas in inclusion, the person's difference is welcomed and valued. One way of eradicating that difference is through the process of assimilation (Allan, 1999). Assimilation, however, is at odds with the kind of empowerment strategies adopted by most other devalued groups (for example: ethnic minorities; women; people with physical and sensory disabilities) who celebrate their differences and welcome congregative identity and activity. |
| format | Article |
| id | doaj-art-e1fc59960c9a4f33bf5b383438d3efe3 |
| institution | Kabale University |
| issn | 2976-9353 |
| language | English |
| publishDate | 2004-08-01 |
| publisher | CELCIS |
| record_format | Article |
| series | Scottish Journal of Residential Child Care |
| spelling | doaj-art-e1fc59960c9a4f33bf5b383438d3efe32025-01-23T12:42:22ZengCELCISScottish Journal of Residential Child Care2976-93532004-08-013210.17868/strath.00086284Residential special schooling: the inclusive option!Robin JacksonCulham and Nind (2003) have argued that normalisation and inclusion are guiding philosophies which have a common end but radically different approaches to attaining that end. Whilst there is a shared desire to see people with special needs as valued members of the community, there is a fundamental difference. In normalisation, community presence and value are earned through minimising difference, whereas in inclusion, the person's difference is welcomed and valued. One way of eradicating that difference is through the process of assimilation (Allan, 1999). Assimilation, however, is at odds with the kind of empowerment strategies adopted by most other devalued groups (for example: ethnic minorities; women; people with physical and sensory disabilities) who celebrate their differences and welcome congregative identity and activity.residential child careyouth care workersyouth care services |
| spellingShingle | Robin Jackson Residential special schooling: the inclusive option! Scottish Journal of Residential Child Care residential child care youth care workers youth care services |
| title | Residential special schooling: the inclusive option! |
| title_full | Residential special schooling: the inclusive option! |
| title_fullStr | Residential special schooling: the inclusive option! |
| title_full_unstemmed | Residential special schooling: the inclusive option! |
| title_short | Residential special schooling: the inclusive option! |
| title_sort | residential special schooling the inclusive option |
| topic | residential child care youth care workers youth care services |
| work_keys_str_mv | AT robinjackson residentialspecialschoolingtheinclusiveoption |