One consequence of these attitudes is the persistent social and economic disadvantage faced by the disabled. Inclusion necessitates removal of Material Ideological Political Economic barriers that legitimate and reproduce inequality and discrimination in the lives of disabled people. Armstrong and Barton (1999)
Inclusion is simply the seeing of abilities, not disabilities of everyone and supporting every individual as to help them achieve their optimal potential. Inclusion is to look at someone's soul and to see him or her as a fellow human with emotions, feelings and desires like all of us. Inclusion is all this and so much more, but most importantly, inclusion is to make those who may feel unincluded or isolated, included.
This paper has however, attempted to highlight the principal significance of inclusion and theorizing beyond disabilities, children with disabilities are social agents, seeking to exercise autonomy and choice, to assert values and identity and to influence the institutional and political culture within which their dreams for the future must take root. Armstrong and Barton, (1999) The 'right' of disabled children to attend their local schools provided the 'right's others are not threatened. Contingent Provisional Dependent upon the 'efficient use of resources'. A comprehensive framework basing on rights and rights discourse could be used as a powerful weapon to anchor these processes that solely depend in large measure upon the capacity to abandon hierarchies of difference negotiate new relationships of mutuality, empathy and respect.
The question of equality should be the integral meaning of equal moral worth, given the reality that in almost every conceivable concrete way we are not equal but vastly different and vastly unequal in our needs and abilities. The object is not to make these differences disappear when we talk about equal rights, but to ask how we can structure relations of equality among people with many different concrete inequalities. Cheminais, R. (2006)
In the UK, disability studies grew out of the increasing political consciousness of disabled people engaged in collective struggles for emancipation from a disabling society. Above all, disability studies promoted new ways of thinking about disability - what is now referred to as social models of disability, that re-define disability as a social relation, rather than as an individual 'impairment'. Clark, C. et al (1995)
Approximately one in twenty children are considered disabled and increasing numbers of children with serious medical conditions now survive into adulthood. Social policy research has revealed that families with disabled children experience a range of social and economic difficulties. Disabled pupils in ordinary schools, in essentially segregated settings, supported by limited resources and little meaningful organizational change. Disabled young people within ordinary schools are excluded from full participation. Armstrong and Barton, (1999) disabled pupils who have never participated in an ordinary school, spending all their school careers in segregated forms of provision.
The categorization of children as disabled also formed part of the adult world, which bounded children's experiences. Such