Grenzen zwischen Menschen mit und ohne zugeschriebener Behinderung – eine Reflexion zwischen theoretischem Anspruch und praktischen Erfahrungen

This text draws on her theoretical knowledge as a student of sociology and education, and her practi - cal experience as a teacher in a special school for mental development, to argue that the classification of special needs education and the standards for measuring students’ abilities—such as intelligence tests— primarily serve to justify and legitimise the separation of people with attributed disabilities from society. The author argues that this both reinforces a capitalist logic and contradicts a humanistic worldview in which every person is treated equally and should therefore be reflected upon critically and fought against in practice