ABSTRACT

Many schools see it as part of their mission to provide character education or moral education to their students. Yet many students with disabilities are excluded from these curricula, programs, and policies or denied some of their benefits. This essay explores some specific moral problems and obstacles that disabled students face when it comes to developing or exercising virtues of justice or fairness, self-respect, and self-development. For example, students with disabilities face moral questions about whether and how to request accommodations for their disability, whether to exercise special privileges that they suspect are not necessary to accommodate their disability on particular occasions, what to do when teachers do not provide them with accommodations they need, and how to respond to bias and discrimination directed at those with disabilities. This essay also uses John Rawls’ theory of moral development to consider some of the ways in which schools are impeding or failing to promote the overall character development of disabled students.

摘要

许多学校将向学生提供品格教育或道德教育视为其使命的一部分。然而，许多残疾学生被排除在这些课程、计划和政策之外，或者被剥夺了一些福利。本文探讨了残疾学生在发展或行使正义或公平、自尊和自我发展等美德时面临的一些具体道德问题和障碍。例如，残疾学生面临道德问题，如是否以及如何为他们的残疾申请住宿、是否行使他们认为在特定场合不需要照顾他们的特殊特权、当教师不为他们提供住宿时该怎么办他们需要，以及如何应对针对残疾人的偏见和歧视。本文还使用约翰罗尔斯的道德发展理论来考虑学校阻碍或未能促进残疾学生整体性格发展的一些方式。