Inclusive education: ‘making up’ the normal and deviant pupil
Peer reviewed, Journal article
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Original versionDisability & Society. 2019 https://doi.org/10.1080/09687599.2019.1680342
Inclusion entered the discourse of education in order to challenge the conceptions of the normal and the deviant pupil. A socially oriented inclusive discourse implies that schools should not focus their attention on certain defined groups of pupils but instead on how educational institutions themselves are able to meet the needs of all learners. Drawing on philosopher Ian Hacking, this article focuses on the category ‘intellectual disability’ and how those categorised as such construct themselves, their behaviour and actions in relation to the descriptions available to them in their surroundings. Based on empirical data gathered from a boy (Bruno) diagnosed as intellectually disabled, this article discusses how an education that meets learners with high ambitions and expectations in relation to their educational potential may affect the pupil in ways that are enabling in relation to normative demands of education and society at large.
This article will not be available due to copyright restrictions. © 2019 Informa UK Limited, trading as Taylor & Francis Group