Respecting Profoundly Disabled Learners

Bibliographic Data

ID11952896
AuthorsJohn Vorhaus (0000-0002-0644-8071, University of London, corresponding author)
Year2006
Volume40
Issue3
Pages313-328
Publication date2006-08-01
Open AccessYes
TypeARTICLE
VenueJournal of Philosophy of Education (JOURNAL)
Journal identifiersISSN: 0309-8249 • E-ISSN: 1467-9752
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1111/j.1467-9752.2006.00526.x
OpenAlexW2084543812
LanguageEN
Citations received5
References cited18

The goal of inclusion is more or less credible depending in part on what it is that learners have in common. I discuss one characteristic that all learners are thought to share, although the learners I am concerned with represent an awkward case for the aspiration of inclusivity. Respect is thought of as something owed to all persons, and I defend the view that this includes persons with profound and multiple learning difficulties and disabilities. I also consider the implications of respecting profoundly disabled learners for teaching and learning, and three aspects in particular: treating the profoundly disabled learner as a person; the close relationship between teaching and caring for a vulnerable learner; and individualised learning as an element of a successful teaching and learning environment. © 2006 Journal of the Philosophy of Education Society of Great Britain

Developmental psychology · Element (criminal law · Inclusion (mineral · Learning disability · Learning disabled · Mathematics education · Pedagogy · Teaching method · Educational Philosophies and Pedagogies · Global Educational Policies and Reforms · Legal Education and Practice Innovations · Psychology · Social Psychology

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