TITLE:
UNESCO Inclusion Policy and the Education of School Students with Profound Intellectual and Multiple Disabilities:Where to Now?
AUTHORS:
Gordon Lyons, Michael Arthur-Kelly
KEYWORDS:
Inclusion, Profound Intellectual and Multiple Disabilities, School Education
JOURNAL NAME:
Creative Education,
Vol.5 No.7,
April
28,
2014
ABSTRACT:
The education of
school students with profound intellectual and multiple disabilities presents diverse
challenges to practitioners, families and policymakers. These challenges are
philosophically and ethically complex, and impact curriculum, assessment and
pedagogy. Given the international ascendancy of both the UNESCO Policy
Guidelines on inclusion in education and the principles of inclusion for people
with disabilities with respect to human services policy and practice, the authors
build on their previous work to advocate for renewed debate about the nature of
school education for these students, and put forward four pathways to inform
this debate.