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A Developmental Analysis of Disability-Based Social Exclusion as a Moral Issue

Sat, April 18, 10:35am to 12:05pm, Virtual Room


Proponents of inclusive education have argued that including students with disabilities in general education settings should lead to an increase in opportunities for social participation. However, physical inclusion alone does not result in positive acceptance. This study draws on social domain theory in order to analyze youths’ reasoning processes as they make evaluations about the social inclusion of peers with disabilities in varied social contexts. Findings from this study will add to the current knowledge base on effective moral education practices focused on promoting equity and inclusion for people in marginalized groups, particularly those with disabilities