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The Learning Society and people with learning difficulties$
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Sheila Riddell

Print publication date: 2001

Print ISBN-13: 9781861342232

Published to University Press Scholarship Online: March 2012

DOI: 10.1332/policypress/9781861342232.001.0001

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date: 17 August 2017

Social justice and post-school education and training for people with learning difficulties

Social justice and post-school education and training for people with learning difficulties

Chapter:
(p.37) Three Social justice and post-school education and training for people with learning difficulties
Source:
The Learning Society and people with learning difficulties
Author(s):

Sheila Riddell

Stephen Baron

Alastair Wilson

Publisher:
Policy Press
DOI:10.1332/policypress/9781861342232.003.0003

This chapter discusses salient ideas of social justice and their implications for the inclusion of people with learning difficulties. It considers the development of post-war education and training policy for young people in the transition from school to work, both in relation to the mainstream population and in relation to people with learning difficulties. The chapter explores some implication of the experiences of case-study individuals with learning difficulties who have been the active recipients of such policies in their post-school years. It argues that training may be seen as a crucible of social values, since its distribution transmits powerful messages about who is likely to become economically active and who is to be consigned to some special status of otherness. The chapter considers which conceptualisations of social justice might hold out most hope for people with learning difficulties in terms of challenging their social marginalization.

Keywords:   social justice, learning difficulties, training, social marginalization

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