Inclusion or Containment? A reality for learners with autism in mainstream primary schools
Authors
Type
Book chapter
Journal Title
Book title
Education Matters: Ireland's Year Book on Education
Publication Date
2021
Volume
Issue
Start page
68
End page
77
Publication Number of pages
Research Projects
Organizational Units
Journal Issue
Abstract
In March 2018, Ireland ratified the United Nations Convention on the
Rights of Persons with Disabilities (UN CRPD). A fundamental aspect
of this Convention is to develop a respectful, inclusive education for
people with disabilities among their non-disabled peers. Ireland,
while late to the notion of inclusive education, is working towards
and with the EPSEN Act, and has legislated for a concept of inclusion
in education (Government of Ireland, 2004). The question of who
needs ‘special’ education in an ‘inclusive’ setting has come to the
fore, highlighted by the education needs of children with autism.
This article presents evidence of placement and educational
experiences of children with autism that requires us to consider
how inclusion is constructed and structured in our mainstream
primary schools. It provides evidence of the stark reality that
inclusion in practice reflects a ‘containment’ approach. Further, we
are maintaining a concept that being a ‘different’ learner requires a
‘special’ approach and environment. This article argues that ethical
sinkholes are created when there is little introspection on the
ideology and practice of inclusion.
Keywords
Inclusion, Autism, social learning needs