Discussions on diversity and disability in dialogue with special educationalists and philosophers of education are not often found in the research literature. Researchers within disability studies have been critical towards the enterprise of special education and vice versa, and the language they use is often different, as they draw on various subject fields. In this article, I bring these fields of research together and draw on research from the philosophy of education, special education and Disability Studies. My argument is that a language of diversity needs to be embedded in a language about educational ends and other fundamental questions discussed in the philosophy of education, and not solely in discussions within the field of inclusive education, as is often found in the research literature relating to special education. I argue that the language of diversity related to disability should be embedded in the language of the person, being someone. In order to build my argument, I sketch out three distinctions: disability and impairment, education as cultivation versus an existential education and the distinction between being someone and being something. I argue that an understanding of diversity and the case of disability within the framework of (special) education should preferably be: (1) interpreted within a social relational model of disability, drawing on an adjusted capabilities approach, (2) an existential educational paradigm and (3) seeing the person as someone, and not as something that is associated with a series of facts that happen to relate to what we call persons.

在研究文献中，与特殊教育家和教育哲学家进行对话时，关于多样性和残疾的讨论并不多见。残疾研究领域的研究人员对于特殊教育事业至关重要，反之亦然，由于他们使用不同的学科领域，因此他们使用的语言通常也有所不同。在本文中，我将这些研究领域结合在一起，并从教育，特殊教育和残疾研究的哲学中吸取研究成果。我的观点是，多样性的语言需要嵌入关于教育目的和教育哲学中讨论的其他基本问题的语言中，而不是像在有关教育的研究文献中经常发现的那样，仅包含在全纳教育领域的讨论中接受特殊教育。我认为，与残疾有关的多样性语言应嵌入在作为某人的人的语言中。为了阐明我的观点，我勾勒出三个区别：残疾和障碍，作为修养的教育与存在主义的教育以及作为某人和作为某物的区别。我认为，在（特殊）教育框架内对多样性和残疾情况的理解最好是：（1）在社会关系模型中，以调整后的能力方法为基础，（2）存在的教育范式（3）将该人视为某人，而不是与一系列与我们所谓的人有关的事实有关的事物。