Safeguarding the Epistemic Agency of Intellectually Disabled Learners

Abstract

Young people labelled as significantly intellectually disabled are often denied full inclusion in classrooms, because they are positioned as diminished knowers. 1 Stereotypes of epistemic incompetence play an important role in this positioning.2 More curiously, the epistemic exclusion of intellectually disabled students also persists in nominally inclusive educational contexts where ableist stereotypes are challenged.For example, within educational philosophy and philosophy of disability, social and educational inclusion is frequently promoted on political or moral grounds.3 Some forms of formal inclusion are even framed

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