Inclusion and the Philosophy of Education
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In this article, the writer critically examines the history and competing arguments regarding the issue of inclusion and inclusive practices in education. Particular reference is made to the writer's philosophical opinion on the issue. As is argued, while inclusion may not be the ideal solution in all cases, compelling evidence suggests that a full inclusion model best serves the interests of not only the learners but of society as well. The writer discusses that given that within an idealist philosophical perspective the needs of society must be taken into account as well as the needs of the individual student, it will be argued that the combined interests of both society and the individual student with disability supports the view that full inclusion is the optimal model in such situations.
From the Paper:"The issue of inclusion and inclusive practices in education with respect to learners with disabilities is one of the most controversial debates in the field of education. While there has been a general movement towards the full inclusion of all students with disabilities in Western countries such as Canada, studies have found that the actual level of inclusion and inclusive practices does not meet the ideal. Indeed, there is even debate whether inclusion best serves the interests of all students in this group, especially those with emotional and behavior disorders."
Cite this Analytical Essay:
Inclusion and the Philosophy of Education (2006, December 01) Retrieved July 29, 2021, from https://www.academon.com/analytical-essay/inclusion-and-the-philosophy-of-education-131118/
"Inclusion and the Philosophy of Education" 01 December 2006. Web. 29 July. 2021. <https://www.academon.com/analytical-essay/inclusion-and-the-philosophy-of-education-131118/>