13.2 Background
In the UK, there is an increasing interest in Continental European social pedagogy, a
field and a practice that openly investigates and supports social justice (Cameron et al.
2011 ; Coussée et al. 2010 ; Stephens 2009 ); especially as an adjunct to social work.
The conviction is that social, physical and spatial challenges can often be prevented
and tackled by pedagogic means, as well as through health and welfare casework.
Before going further, I should state that my argument is forthrightly normative.
In my defence, I look to Max Weber (1864–1929) (1949, p. 60), who famously
wrote that,‘An attitude of moral indifference has no connection with scientific
“objectivity”’. Afterwards, it is surelyfitting to states one’s own values honestly
and openly. This is particularly cogent in the context of contemporary social
pedagogy, which, with few exceptions, isforsocial justice, as am I. Ethical con-
viction admitted allow me to be more specific. I believe that social pedagogic work,
including disability pedagogy, should commit itself to the furtherance, until this is
finally achieved, of social justice.
13.3 Disability Pedagogy: Origins and Progress
As a profession, disability pedagogy in Norway is young, being traceable to the
post Second World War period. The education of disability pedagogues was ini-
tially inspired by Ole B. Munch, a consultant physician, who worked in the
country’sfirst and, until 1917, only care home for people with developmental
difficulties: Emma Hjorth’s Home. In 1947, just one year after he began working
there, Dr. Munch launched thefirst disability pedagogy course in the country. This
innovative project addressed the physical, psychological and social needs of its
residents, pedagogic measures playing a pivotal role.
Today, the state-mandated role of the intending disability pedagogue in Norway
—a renaissancefigure of sorts, part pedagogue/teacher, part clinician—is found in a
policy document (the so-calledFramework), published in 2005. Its mandate, as at
2016, is unchanged. I shall be referring to this document throughout the chapter.
Although the brief of the disability pedagogue is wide, many of them work with
people who have intellectual difficulties. The settings vary and include community
living services, inclusive work places, own homes and schools. Central institutions,
once common, are less often used and disability pedagogues are quite ambulant,
often supporting service users in mainstream settings.
This de-institutionalisation, which began in earnest during the early 1990s,
promotes inclusion by offering appropriately adapted—but not overly protective—
settings where maximum capacity building in natural surroundings is prized
(see, e.g. Tollefsen 2006 ). Diverse pedagogic and spatial landscapes provide cog-
nitive challenges and foster pedagogic ambition. For this reason, aspiring disability
pedagogues undergo a 3-year bachelor degree course, during which time they learn
194 P. Stephens