Tensions Around Inclusion: Reframing the Moral Horizon

Abstract

Background Inclusion is one of four policies for people with disabilities in the UK. Criticisms of its three key attributes -mainstreaming, independent living and employment -are reviewed. Methods This study of 28 young people, most with severe intellectual disabilities, investigated engagement with inclusion at their transition to adult services. Data were collected from the young people where possible; from their carers, mostly parents; and from professionals responsible for brokering transition. Narrative analysis of this material investigated ways in which respondents did or did not engage with the goals of inclusion as defined in various policy documents. Results Both mainstreaming and independent living were experienced as moral imperatives which generated tension for many respondents. Employment was associated with less tension, probably because only a minority of respondents considered it salient. Possible alternative goals invoked by parents/carers and professionals were meaningful activity and same-age social relationships. Conclusions There is a need to acknowledge the moral pressures and judgements arising from inclusion policy that complicate decision-making at transition and to shift the moral horizon away from individual attainments and towards the activities and relationships that take people beyond themselves.

People with intellectual disability as neighbours: Towards understanding the mundane aspects of social integration

“…The tensions between supporting the needs and rights of people with ID whilst guarding the needs of others are also observed in other areas of integration of people with ID, such as education mainstreaming (Clegg et al, 2008). Research and policies concerned with (social) integration of groups with special needs may benefit from taking an approach that does justice to the complex wishes, insecurities and capabilities of all involved during interactions with each other, rather than taking an approach that tests mere acceptance or rejection of the presence of these groups in various (social) contexts.…”

Whoever shouts the loudest: Listening to parents of children with disabilities

“…Multidisciplinary teams provide support to children with disabilities during their schooling, whether this is in special schools, special classes or in mainstream settings (McConkey et al., ). Greater access to support services in special school has been shown to influence parents’ decisions in relation to mainstream provision: it is often the case that support services are easier to access in special schools (Clegg, Murphy, Almack, & Harvey, ) as they frequently have access to the multidisciplinary team on site. Whichever type of educational setting their child attends, parents will experience frequent interactions with health and education staff.…”

An Ecological Approach to Reducing the Social Isolation of People With an Intellectual Disability

“…For example, many of those with severe intellectual disabilities who interact successfully with peers at primary school find this much more difficult in the bigger and less supportive ecological niches of secondary schools (Clegg, Murphy, Almack, & Harvey, 2008). Significant numbers continue to require more sheltered and specialized environments at that point.…”