Toward ethical approaches to the inclusion of peers with disabilities.
What would it mean for program leaders and caregivers to shape the thinking of typically developing youth toward their peers with disabilities in a way that we could regard as ethically sound? The author weaves examples from his research in settings such as Girl Scout troops and Boys and Girls Clubs as well as his own parenting experiences to answer this question. He has found that it is commonplace for program leaders, coaches, and others to avoid direct discussion or acknowledgment of the disabilities of children in their groups, in the mistaken belief that this is the best way to demonstrate that all children are equal and to avoid the perception of discrimination. His interpretation is that this is not a product of thoughtlessness but of caring staff and volunteers who believe they are doing the right thing--the ethical thing--by avoiding acknowledgment of individual differences. Disabilities--even when they are readily apparent--are treated as if they were invisible. Rather than giving disabilities the "silent treatment," the author challenges us to go beyond the prevailing ethos and find ways to build on naturally occurring opportunities to learn more about individual needs and supports.
University of Connecticut Center for Excellence in Developmental Disabilities, USA.
Dale Borman
DB
Fink
D000293:Adolescent; D001294:Attitude to Health; D017028:Caregivers / Q000523:psychology; D032882:Comprehension; D003717:Denial, Psychological; D006233:Persons with Disabilities / Q000523:psychology*; D006126:Group Processes; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning / Q000941:ethics; D035863:Moral Development; D016487:Parenting / Q000523:psychology; D010379:Peer Group; D000297:Psychology, Adolescent / Q000941:ethics*