EDUCATION AND DISABILITY

Inclusion is treated solely as a ‘zoning’ issue and barely as a social concern. Inclusive Pedagogy isn’t a linear progress of special education but a fundamentally distinct ‘paradigm’. The intrusion of special education through its discourse and its practices constructs the reality of the disabled people’s education on the basis of essentialist beliefs about normalcy and abnormality establishing hierarchies of those who are (able to be) included and those who aren't. Inclusive pedagogy argues for the necessity to use disability as an exemplar for the understanding of naturalisation of unequal social structures and discrimination on the basis of class, nation, gender, sexuality and impairment within their corresponding categorizations. It proposes as well to employ critical pedagogy in order issues of segregation for disabled students to become central concerns of education. The methodologies that are proposed are bare from a critical examination and they constitute loans from different perspectives from learning that at different periods and educational contexts were proved to be effective in one way. In this reasoning, technical solutions of the type: “analysis of the teaching methods for the identification of barriers'', “individualised teaching methods” without the theoretical framework that informs and defines them usually fail, stigmatising with failure the students and teachers who implemented them.

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