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005			20230919101009.0
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008			210728s2022 enk b 001 0 eng
010			_a 2021037146
020			_a9781032117492 _q(paperback)
040			_beng _erda _cHNU
042			_apcc
050	0	0	_aLC1200 _b.F45 2022
082	0	0	_a371.9046 F33 _223 _3GC _b2022
100	1		_aFelder, Franziska, _eauthor.
245	1	4	_aThe ethics of inclusive education : _bpresenting a new theoretical framework / _cFranziska Felder.
263			_a2201
264		1	_aAbingdon, Oxon ; _aNew York, NY : _bRoutledge, _c2022.
300			_a x, 244 pages ; _c23 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505			_aIntroduction 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
520			_a"The Ethics of Inclusive Education clarifies the idea of inclusion and its normative content, and presents a coherent theoretical framework for inclusion and inclusive education. It serves as one of the first extended philosophical defenses in the field of inclusive education that goes beyond a simple assertion of educational value. Integrating perspectives from the history, sociology and psychology of inclusive education, this book develops a holistic concept of inclusion, while clearly and systematically examining the ethical-normative content of inclusive education. It also offers - an interdisciplinary analysis of inclusion and inclusive schooling, ranging from historical to sociological analysis of their predecessors and preconditions, to the investigation of their philosophical and educational content, an in-depth analysis of the moral significance of exclusion, the value of inclusion and inclusive education from an analytical point of view, and practice-oriented investigations of the individual and social conditions for inclusion and inclusive education. The Ethics of Inclusive Education serves researchers, practitioners, and politicians, to make key educational decisions about how to understand, explore or realize inclusive educational aims, especially with respect to disability and special needs"-- _cProvided by publisher.
521			_aCoED _bBachelor of Special Needs Education
546			_aText in English
650		0	_aInclusive education _xMoral and ethical aspects.
776	0	8	_iOnline version: _aFelder, Franziska. _tEthics of inclusive education _dAbingdon, Oxon ; New York, NY : Routledge, 2022 _z9781003221326 _w(DLC) 2021037147
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cBK _h300-399