An educational theory intended to address the group of people who are thought to suffer from
intellectual disability has a responsibility to self-critically examine the history of its own
development its current self-image and the question of its legitimacy and positioning for the
future. Against the background of increasingly obvious assaults on basic humane and democratic
values this book reflects on the positive achievements and also on the power of exclusion of
an educational theory addressing suspected intellectual disability. The book is dedicated to
the importance of human rights&based action in selected fields of educational work and
different areas of life. It takes a discrimination-sensitive socially critical look at
normative stances in the profession and discipline of educational theory that still attaches
fixed diagnoses to individuals and leads to exclusion. The relevance of the resulting
?educational theory of segregation= is examined in theory research and practice.
