"True inclusion is dependent on the development of meaningful and reciprocal relationships between children." In this article, the authors argue that many of the strategies being developed to encourage the inclusion of children with disability in schools are, in fact, barriers to genuine friendship between children with and without disability. They believe that it is vital to move beyond mere tolerance to the building up of a classroom community which values all its members and which promotes belonging and acceptance for all. They offer some practical ideas to assist in this task.
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Hell-Bent on Helping: Benevolence, Friendship, and the Politics of Help
Van der Klift, E; Kunc, N
Paul H Brookes, Baltimore
16 May 2005
Education, School age, Friendship