”Equal inclusive education: a way to democracy?”

Abstract

The purpose of this study is to examine the subject of the rights of intellectually disabled people to an equal education. Because education is a means of increasing participation as well as a way to develop democracy, we see the importance of offering an equal education to all groups in a country. People with disabilities are one of the minority groups that often receive fewer opportunities for participation in society.

The study focuses on individuals with intellectual disabilities or cognitive difficulties, as historically this group has, to a large extent, been discriminated against with regards to participation.

The methodology is a qualitative case study conducted from a social constructivist perspective employing qualitative methods, low inference observations, semi-structured interviews and is backed up by literature reviews. The case study concerns a school in Brazil that will remain nameless in this report.

The study looks to answer the following key questions:

How does the school operate to provide an inclusive basic education for children with mental disabilities? From an egalitarian perspective, what quality of education is offered to pupils with intellectual disabilities? This includes issues such as empowerment over their own life situation, freedom of speech, participation and solidarity with society at large.

The results of the study show that the school currently has a structure of inclusive education which is both participating and excluding. The aim of this structure is to have regular classrooms in which all pupils can fully participate, including those with disabilities. The study shows that the education being offered promotes a high level of participation, solidarity and democratic values and accords with the legal framework concerning inclusive education. However the quality of the theoretical education is lower. The study highlights the need for teaching professionals to discuss the overall aims of the school and how different approaches to teaching can be united in the classroom. Teachers should also be made more aware of how inclusive education enriches everyone at the school.