The thesis explores the meaning and practice of inclusion of adults with an intellectual disability into learning and relationships. A major conclusion is that, since the value of inclusion is constantly in tension with other values, inclusion requires an ongoing process of negotiation involving time, space, agency and structure. The question of inclusion is addressed based on epistemological and methodical approaches of heuristics and critical hermeneutic interpretation
Notes
Submitted to the School of Health and Social Development of the Faculty of Health and Behavioural Sciences, Deakin University
