“Diagnosing” the Need or in “Need” of a Diagnosis? Reconceptualizing Educational Need
Honkasilta, J. (2017). “Diagnosing” the Need or in “Need” of a Diagnosis? Reconceptualizing Educational Need. In K. Scorgie, & D. Sobsey (Eds.), Working with Families for Inclusive Education : Navigating Identity, Opportunity and Belonging (pp. 123-141). International Perspectives on Inclusive Education, 10. Bingley: Emerald Publishing Limited. doi:10.1108/S1479-363620170000010014
Published inInternational Perspectives on Inclusive Education;10
© Honkasilta & Emerald Publishing Limited, 2017. This is a final draft version of an article whose final and definitive form has been published by Emerald. Published in this repository with the kind permission of the publisher.
This chapter is based on compulsory school experiences of students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and their parents in the educational context of Finland. Located in the theoretical framework of Disability Studies, the chapter aims to contribute to theory of inclusive education by initiating a new dialogue on conceptual foundations of inclusive schooling. In this regard, the chapter first deconstructs the concept of educational need that stems from the field of traditional special education as contradictory to the original ideals of inclusive education. It then moves on to reconstruct the concept of educational need in accordance with the foundational values of inclusion, that is celebration of human diversity and resistance to dichotomies of ab-/normality and dis-/ability and proposes an approach for future implementation of inclusive education.