An educational «perspective» to counter the risks of medicalisation: The contribution of the narrative approach
Patrizia Gaspari
This article aims to clearly and concisely underline the reasons why a purely pedagogical-didactic and specifically educational perspective is needed in current Special Pedagogy focused on inclusivity. New educational emergencies, people with «special educational needs» including those with disabilities, SEN, SLD and various kinds of disadvantage, require deep critical, epistemological, cultural, policy and strategic reflection in order to prevent the frequent risk of relying on technicist, reductionist solutions, which are typical of medicalisation logic. The narrative approach represents an interesting resource aimed at valuing the diversity of each individual, overcoming the logic of the universal metaphysical definition, addressing those who have the disability or SEN, taking into account true stories and contingencies and conquering the paralysis of limiting medical categorisation.
Keywords
Special education, Medicalisation, Inclusion
