Normalization
Denmark's Bank-Mikkelsen wrote into the 1959 Mental Retardation Act the aim of letting people with intellectual disabilities live as close to normal as possible. Sweden's Nirje (1969) specified normal rhythms of the day, week and year, normal life-cycle experiences, choice and self-determination, relationships, and normal economic and environmental standards.
Social role valorization
Wolfensberger brought normalization to North America and recast it as social role valorization: securing valued social roles for devalued people. It drove deinstitutionalisation.
Toward inclusive education
- Least restrictive environment: the US Education for All Handicapped Children Act (1975, now IDEA)
- Mainstreaming: partial participation in general classes
- Regular Education Initiative and full inclusion
- Salamanca Statement (UNESCO, 1994)
Levels of integration
Physical (shared space), social (peer interaction) and curricular (participating in the same curriculum with adaptations and support).
Korean law
Article 2 of the Act on Special Education for Persons with Disabilities defines inclusive education as education with peers in general schools, without discrimination, suited to individual needs.
References
- Nirje, B. (1969). The normalization principle and its human management implications. In R. Kugel & W. Wolfensberger (Eds.), Changing Patterns in Residential Services for the Mentally Retarded. President's Committee on Mental Retardation.
- Wolfensberger, W. (1972). The Principle of Normalization in Human Services. National Institute on Mental Retardation.
- Wolfensberger, W. (1983). Social role valorization: A proposed new term for the principle of normalization. Mental Retardation, 21(6), 234-239.
- UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education.
- 「장애인 등에 대한 특수교육법」 제2조.