Inclusion or Containment? A reality for learners with autism in mainstream primary schools
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Type
Book chapterBook title
Education Matters: Ireland's Year Book on EducationPublication Date
2021Start page
68End page
77
Metadata
Show full item recordAbstract
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.Collections