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Respecting profoundly disabled learners

Vorhaus, John (2006) Respecting profoundly disabled learners. Journal of Philosophy of Education, 40 (4). pp. 313-328. ISSN 0309-8249

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Item Type: Article
Additional Information: The goal of inclusion is more or less credible depending 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: treating the profoundly disabled learner as a person; the close relationship between teaching and caring for a vulnerable learner; individualized learning as an element of a successful teaching and learning environment.
Divisions: IOE Departments > Departments > Centre for Longitudinal Studies
IOE Departments > Departments > Lifelong and Comparative Education
Depositing User: IOE Repository Editor (2)
Date Deposited: 07 Apr 2010 15:53
Last Modified: 14 Oct 2013 11:52
URI: http://eprints.ioe.ac.uk/id/eprint/3173

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