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A Question of Universality: Inclusive Education and the Principle of Respect
Open accessAbstract
The universalist argument that all children should be educated in inclusive mainstream schools, irrespective of their difficulties or disabilities, is traced to the claims (a) that special schools and disability ‘labels’ are inherently humiliating, and (b) that no decent society tolerates inherently humiliating institutions. I ask (following Avishai Margalit) whether there is a sound reason for a child to feel humiliated by special schools/disability ‘labels’ as such, and find none. Empirically, some do and some do not find these humiliating, and it is argued that the failure to address the multiple ‘realities’ of disability and learning difficulty is responsible for the policy impasse in this area.
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In the citing paper
“un enfoque que aspira a la inclusión y a la reducción de BAP, pero reconoce que en tanto éstas sigan estando presentes, es preciso identificar a los alumnos con NEE a través de evaluaciones individuales y proporcionar los apoyos focalizados en sus necesidades.”
From Influencia de la Declaración de Salamanca sobre la Atención a la Diversidad en México y Situación Actual (2019) · cites this paper as Cigman, 2007
In the citing paper
“la Ley General de Educación (LGE), retomó el enfoque de la Declaración de Salamanca o lo que en trabajos previos hemos denominado como un proceso de educación inclusiva moderada (Cigman, 2007; García Cedillo et al., 2013)”
From Influencia de la Declaración de Salamanca sobre la Atención a la Diversidad en México y Situación Actual (2019) · cites this paper as Cigman, 2007
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Research works printed but not linked: 25
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- Austin J. L., 1962, Sense and Sensibilia
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- Blackburn S., 2001, Being Good: A Short Introduction to Ethics
- 10.1111/1467-9752.00245 · DOI
- 10.1111/j.0309-8249.2004.00365.x · DOI
- Cigman R., 2007, Included or Excluded? The Challenge of the Mainstream for Some SEN Children
- Clark C., 1998, Theorising Special Education
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- Rogers C., 2007, Parenting and Inclusive Education: Discovering Difference, Experiencing Difficulty, 10.1057/9780230592124 · DOI
- 10.1080/01425690600996659 · DOI
- Sainsbury C., 2000, Martian in the Playground: Understanding the Schoolchild with Asperger's Syndrome
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Cited by
García Cedillo, I., & Romero Contreras, S. (2019) · Revista Latinoamericana de Educación Inclusiva · doi:10.4067/s0718-73782019000200123 · Cited by 8
Metadata
- Authors
- CIGMAN, R.
- Affiliations
- University of London (GB)
- Corresponding author
- CIGMAN, RUTH
- Venue
- Journal of Philosophy of Education
- Publisher
- Oxford University Press (OUP)
- Published
- 2007-11
- Volume
- 41
- Issue
- 4
- Pages
- 775-793
- ISSN
- 0309-8249 (ISSN-L)
- 1467-9752
- OpenAlex
- W2068324891
- Cited by
- 80
- References
- 0
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 3 · 2023: 6 · 2022: 4 · 2021: 17 · 2020: 6 · 2019: 9 · 2018: 4 · 2017: 3 · 2015: 5 · 2014: 6 · 2013: 2 · 2012: 3
- FWCI
- 2.74
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of Philosophy of Education (publishedVersion)
- IOE EPrints (submittedVersion)
- UCL Discovery (University College London) (submittedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Disability Rights and Representation
- Social Sciences › Education › Inclusive Education and Diversity
- Social Sciences › Education › Inclusion and Disability in Education and Sport
- Keywords
- inclusive education, mainstream schools, special schools, disability, humiliation, respect, Avishai Margalit, universalism, learning difficulties, disability labels, education policy
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
