Understanding and responding to the tensions between deficit discourses and inclusive education

Abstract

Assumptions about disability play a key role in how disabled students are treated at school. Using a case study as a focus, Bernadette Macartney argues that every child has the right to be viewed holistically, because taking a deficit view creates barriers to their full participation at school.

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Citation
Macartney, B. (2009). Understanding and responding to the tensions between deficit discourses and inclusive education. Set: Research Information for Teachers, 1, 19–27. https://doi.org/10.18296/set.0477
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