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Sammanfattning

Within the inclusion debate, the concepts of participation, equality, fraternity, liberty and democracy are often used by those favouring the inclusive perspective. These concepts are used to create a distance between traditional special education and inclusive education that seems to be grounded in a moral argument in favour of inclusive education. In order to better grasp the consequences of the moral argument in special education this article explores some of the mechanisms underlying the debate between traditional special education and inclusive education. Based on some major claims presented in childhood research, I focus on aspects of the history of childhood in relation to romanticism and nationalism. The claim made in this article is that the historical framework of childhood, related to romanticism and nationalism, creates a moral opposition that can be used to support praxis both for traditional special education and inclusive education.

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