Do Inclusion Policies Deliver Educational Justice for Children with Autism? An Ethical Analysis

Do Inclusion Policies Deliver Educational Justice for Children with Autism? An Ethical Analysis

In this essay I ask what educational justice might require for children with autism in educational settings where "inclusion" entails not only meaningful access, but also where the educational setting is able to facilitate a sense of belonging and further is conducive to well-being. I argu...

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Bibliographic Details
Published in:Journal of school choice 2020-01, Vol.14 (1), p.9-25
Main Author: Merry, Michael S.
Format: Article
Language:eng
Subjects:
Autism
Autistic children
Children
educational justice
Educational Policy
Elementary Secondary Education
Inclusion
Justice
Parent Attitudes
Pervasive Developmental Disorders
School Choice
Student School Relationship
Well Being
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Summary:In this essay I ask what educational justice might require for children with autism in educational settings where "inclusion" entails not only meaningful access, but also where the educational setting is able to facilitate a sense of belonging and further is conducive to well-being. I argue when we attempt to answer the question "do inclusion policies deliver educational justice?" that we pay close attention to the specific dimensions of well-being for children with autism. Whatever the specifics of individual cases, both an attitude and policy of inclusion must permit parents to choose pragmatic alternatives, i.e., different learning environments, if educational justice is to remain the overriding goal.
ISSN:1558-2159
1558-2167