Abstract
This paper examines the ways in which K-12 schools pass on attitudes towards disability, and argues that schools ought to promote values associated with rights foregrounding rights. Many address disability within education with the goal of creating a culture where disability is treated primarily as a matter of care or made wholly invisible. This paper argues that this approach is misguided. Neither “caring for” the disabled and “normalizing” disability, and argue that neither is sufficient for creating a democratic society where disabled people are treated as equals.
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Notes
- 1.
For a recent example of this, see Gregory (2020).
- 2.
For example, consider the recent case of a fourteen-year-old Autistic boy who stated he was “stimming” and a policeman presuming this was a drug reference and pinning him to the ground Albert (2018).
- 3.
For example, see the recent slate of cases occurring where drive-throughs refuse to serve customers who cannot communicate orally (Simmons n.d.).
- 4.
For example, see Nario-Redmond et al. (Nario-Redmond et al. 2017).
- 5.
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Levit Ades, R. (2022). The “Rights” Road to Inclusion: Disability Rights, Care, and Normalcy. In: McGregor, J., Navin, M.C. (eds) Education, Inclusion, and Justice. AMINTAPHIL: The Philosophical Foundations of Law and Justice, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-031-04013-9_3
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