Although the Convention on the Rights of Persons with Disabilities (CRPD) proclaims the right to inclusive education, and much attention is being given to the goal of inclusive education in debates on human rights, there are doubts as to whether this right has led to a new direction in policy-making. The under-researched question is: why is there so much opposition to the implementation of the right to inclusive education? This paper examines the question by distinguishing between both the concept and practice of inclusive education. Using a specific interdisciplinary approach in order to critically analyse a legal norm, the paper looks into the very meaning of inclusive education by utilising some central conclusions from disability studies to appraise the ideal of inclusive education, and seeks to resolve related challenges by drawing upon political philosophy to investigate pragmatic solutions to the obstacles to inclusive education. This paper claims that it is thereby possible to incorporate the element of actual achievability into such an ideal.

中文翻译：

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全纳教育的权利：为什么有这么多反对它的实施？

尽管《残疾人权利公约》（CRPD）宣布了全纳教育的权利，并且在人权辩论中对全纳教育的目标给予了极大的关注，但人们怀疑这项权利是否会导致政策制定的新方向。研究不足的问题是：为什么会有如此多的人反对实施全纳教育权？本文通过区分全纳教育的概念和实践来检验这个问题。为了批判性地分析法律规范，本文采用特定的跨学科方法，通过利用残疾研究的一些核心结论来评估全纳教育的理想，探讨全纳教育的真正含义，并寻求通过利用政治哲学来研究解决全纳教育障碍的务实解决方案来解决相关挑战。本文声称，因此有可能将实际可实现性的要素纳入这样的理想。