shaping inclusion: possibility of “community of inquiry” in people with intellectual disabilities
DOI:
https://doi.org/10.12957/childphilo.2025.89466Parole chiave:
inclusion, intellectual disability, ethnomethodology and conversation analysis, careAbstract
This study aimed to provide insight into Philosophy for/with Children (P4wC) in young people with intellectual disabilities (IDs). Awareness of the social constructive side of disability is necessary for any consideration regarding the possibility of philosophical dialogue with people with IDs. Using a case study and adopting ethnomethodology and conversation analysis (EMCA), this research focused on interactions between people with IDs to clarify what the non-disabled researcher was not aware of in their dialogue. The research was conducted in the Kobe University Program for Inclusion (KUPI), where young adults with IDs are inclusively learning at university. p4c Hawaii’i (p4cHI) is used as a part of the program. The case was a dialogue about a student who cannot talk because of severe disability. KUPI students cooperated to expand on the goal of the dialogue, from just talking about their schoolmate to jointly generating inclusive settings of dialogue. The purpose of the dialogue was achieved in a manner that demonstrated the potential for inclusive inquiry. They presented diverse and unique approaches to care. This embodies the “community of inquiry” that involves people with IDs.
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