Abstract:
This study considers some of the purposes of education for people with disabilities. It reviews philosophical aspects, internal and external influences, and practices that reflect the purposes. Case studies and follow-up enquiries have been undertaken of young people with various disabilities, and interviews conducted with parents and academics. These are used in the study to illustrate the practical realities of the application of differing purposes, and to examine the underlying philosophies.
Deontological and utilitarian theories are used to examine the underpinning of the purposes. The meaning and the judgement of "good" in society and its influence on the provision of special education is reviewed. The nature of rights for the human person and the application of theories of justice are considered with regard to allocating education resources. The influence of professional, political, and pressure groups on education purposes is reviewed. The meaning of the term education and the practices associated with the terms normalisation and quality of life are examined for their influence on the purposes of special education.
It is suggested that the concept of quality be developed into a purpose of providing continuous improvement through the use of the Kaizen philosophy which would remove some of the contention between deeply-held Western philosophies. When applied to the purposes of education it retains the emphasis of improvement relevant to the life of the person with disabilities.
