Vorhaus, John (2006) Respecting profoundly disabled learners. Journal of Philosophy of Education, 40 (4). pp. 313-328. ISSN 0309-8249. DOI UNSPECIFIEDFull text not available from this repository.
|Not from UCL IOE?|
|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:||29 Jan 2015 08:19|