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Caught in the net: a Foucaultian interrogation of the incidental effects of limited notions of inclusion

2005; Taylor & Francis; Volume: 10; Issue: 1 Linguagem: Inglês

10.1080/13603110500173217

1464-5173

Linda J. Graham,

Disability Education and Employment

The Department of Education in the Australian state of Queensland promotes inclusiveness and states a commitment to all students achieving to their full potential (Inclusive Learning, 2004 2004. Inclusive education: inclusive learning; learning difficulties: appraisement Available online at: http://www.education.qld.gov.au [Google Scholar], p. 17). Paradoxically, comprehensive review of Queensland Government education department policy indicates the vision of inclusive education is subordinate to the problematic of 'inclusion as calculus' (Ware, 2002 Ware, L. 2002. A moral conversation on disability: risking the personal in educational contexts. Hypatia, 17(3): 143–174. [Crossref] , [Google Scholar], p.149). Arguably the implications of conceptualising inclusive education via such limited notions of inclusion needs consideration. The question posed in this paper asks what effects the practices involved might have upon those children whose difference remains outside institutionally 'recognised' forms of Otherness1. Interestingly the psychiatric category at the foci of this discussion, Attention Deficit Hyperactivity Disorder, is not deemed eligible for educational support in Queensland. Such avoidance through the non‐recognition of ADHD is remarkable given that diagnosis of ADHD and/or disruptive behaviour disorder is increasing across all states in Australia at an exponential rate (Davis et al., 2001 Davis, E., Beer, J., Gligora, C. and Thorn, A. Accounting for change in disability and severe restriction. 1981–1998 Working papers in social and labour statistics (No. 2001/1). Belconnen. ACT, Australian Bureau of Statistics [Google Scholar]; OECD, 2003 OECD. 2003. OECD educational policy analysis 2003 Available online at: http://education.qld.gov.au/corporate/professional_exchange/docs/oecdfiles/ed-pol-anal2003.pdf [Google Scholar]; Prosser et al., 2002 Prosser, B., Reid, R., Shute, R. and Atkinson, I. 2002. Attention Deficit Hyperactivity Disorder: special education policy and practice in Australia. Australian Journal of Education, 46(1): 65–78. [Crossref] , [Google Scholar]; Swan, 2000 Swan, N., ed. 2000. "Radio National: the health report with Norman Swan". In Attention Deficit Hyperactivity Disorder (ADHD), Sydney: Australian Broadcasting Corporation. [Google Scholar]). So too is the prescription rate for stimulant medication (Mackey & Kopras, 2001 Mackey, P. and Kopras, A. 2001. Medication for Attention Deficit Hyperactivity Disorder (ADHD): an analysis by federal electorate, Canberra: Federal Parliament. Inquiry Analysis No. 11. 2000‐01 [Google Scholar]). It appears then that any role schooling plays in the psycho‐pathologisation of children (Panksepp, 1998 Panksepp, J. 1998. Attention Deficit Hyperactivity Disorders, psychostimulants, and intolerance of childhood playfulness: a tragedy in the making?. Current Directions in Psychological Science, 7(3): 91–98. [Crossref] , [Google Scholar]; Thomas & Glenny, 2000 Thomas, G. and Glenny, G. 2000. Emotional and behavioural difficulties: bogus needs in a false category. Discourse: Studies in the Cultural Politics of Education, 21(3): 283–298. [Taylor & Francis Online] , [Google Scholar]) is implicit in nature since there is no formal identification process responsible for locating ADHD/behaviour disorder in Queensland schools. Utilising a conceptual framework derived from the work of Foucault, this paper engages with this problematic to question what processes and practices might inform the construction of 'disorderly' schooling identities and further, may legitimise the differential treatment of such children within the Queensland context.