Abstract
In this essay I ask what educational justice might require for
children with autism in educational settings where “inclusion”
entails not only meaningful access, but also where the educational
setting is able to facilitate a sense of belonging and
further is conducive to well-being. I argue when we attempt
to answer the question “do inclusion policies deliver educational
justice?” that we pay close attention to the specific
dimensions of well-being for children with autism. Whatever
the specifics of individual cases, both an attitude and policy of
inclusion must permit parents to choose pragmatic alternatives,
i.e., different learning environments, if educational justice
is to remain the overriding goal.