Proponents of Inclusive Education In India must read this article.
Brilliant insights from a blind researcher from Australia. Treat to
read indeed.


Disability & Society
Volume 29, Issue 4, 2014

Abstract
The medical profession ascribes otherness to people with disabilities
through diagnosis and expertism, which sets in motion discursive
powers that oversee their exclusion through schooling and beyond. In
this paper, I present a narrative pieced together from personal
experiences of ducking and weaving the deficit discourse in
'inclusive' education, when seeking employment and in day-to-day
family interaction as a person with severely impaired vision. This
work builds on previous qualitative research I conducted in
Queensland, Australia with a group of young people with impaired
vision who attended an inclusive secondary school. I frame this
discussion using Foucault's conception of normalising judgement
against the hegemony of normalcy, and consider that inclusion for
people with disabilities is reminiscent of a haunting. Through this
analysis, I demonstrate how my ideology is formed, and how it in turn
shapes a research agenda geared toward seeking greater inclusion for
young people with disabilities in schools.
Full article can be read at:
http://www.tandfonline.com/doi/full/10.1080/09687599.2013.844097


-- 
Avinash Shahi
M.Phil Research Scholar
Centre for The Study of Law and Governance
Jawaharlal Nehru University
New Delhi India



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