ABSTRACT

Inclusive education is affirmed in Icelandic laws and regulations although, at upper secondary school level, schools can apply to establish special programmes for students who have been labelled as disabled. The application process for these programs differs from the one in the mainstream regarding arrangement and time. In this article, special attention will be paid to the application process for Icelandic students with intellectual disabilities at upper secondary level. We use Alecia Jackson’s and Lisa Mazzei’s methodology of thinking with theory by ‘plugging’ Iris Marion Young’s philosophical concepts of oppression regarding social justice into the text, and vice versa. This approach reveals a discriminatory application process where cultural imperialism has the upper hand causing a denial of group differences. Students are being marginalised based on their support needs which can, among other things, result in systemic violence.

摘要

冰岛法律法规肯定了全纳教育，但在高中阶段，学校可以申请为被标记为残疾的学生设立特殊课程。这些项目的申请流程在安排和时间上与主流不同。在本文中，将特别关注冰岛高中智障学生的申请流程。我们使用 Alecia Jackson 和 Lisa Mazzei 的理论思考方法，将 Iris Marion Young 关于社会正义的压迫哲学概念“插入”文本，反之亦然。这种方法揭示了一个歧视性的应用过程，在这个过程中，文化帝国主义占据了上风，导致否认群体差异。