[PDF] sequential multi-phase therapeutic approach (R-COPADM/ CYVE

Is inclusive education a motif of power?

• As such, their inclusive education should be observed as a motif of power operating as a series of gradations in presence and absence, with ‘blurred boundaries’ and no sharp distinctions. Notes [1] Deleuze & Guattari employ the lobster to demonstrate the double pincer – or double bind – where

What is inclusion's Syntagma?

• became utopian rhetoric, a flag for inclusionary zealots (and those who professed to be) to rally their cries of ‘all will be included’, ‘we are a fully inclusive society’ and ‘all can fully participate’. In textual terms, though, inclusion’s syntagma, although simple, did not represent an uncomplicated

Is inclusion a reparation or modification of presence?

• In the article it is argued that whilst supposing to ensure the presence of all children, on their terms, in mainstream schools, inclusion in this guise only insinuated itself in-the-place-of integration and thereby operated as a continuous and homogeneous reparation and modification of presence in the representation of children with special

Is inclusion built on absolute presence?

• Conclusion Inclusion, we might presume, has a particular view that is built upon absolute presence. ‘Either a thing is here or it is not, we instinctively think, but in fact in all kinds of ways absent things leave