It is evidence of government policy that places principle over mere profit, of
understanding in policymaking circles that platitudes about good public services are
no substitute for responsible social investment. There is an important rider here, and
it is this. Such investment is not charity, but rather an outlay that holds the promise
of rich returns. The bounty is a future in which, for example, all people can
uncomplicatedly get to and from work on public transport (and contribute to eco-
nomic growth) because universal design—the authentic, complete kind—is put in
place. It also signals the triumph of magnanimity over pettiness in public affairs.
Even more importantly, generous spending is a pre-emptive rather than an
after-the-fact measure. It helps disabled people to get up and going on their own
terms right from the starting block, not from way behind it.
Another encouragingfinding, which should please disability pedagogues, is
reported in a cross-national comparison of social justice in the member states of the
OECD (Schraad-Tischler 2011 ). The investigation found that these nations are well
ahead on a Justice Index which uses six criteria: poverty prevention, access to
education, labour market inclusion, social cohesion and non-discrimination, health,
and intergenerational justice (e.g. consistency in family and pension policies).
Overall, Iceland and Norway were judged to be the most socially just countries,
rankingfirst and second, respectively.
It is now time to look at the core principles that disability pedagogy educators
are obliged to follow, as approved in theFramework( 2005 ), a thin document (just
12 pages in total, most of them devoted to the specific content for the education of
disability pedagogues), but with words carefully and sincerely chosen.
13.7 The Remit
See Table13.1.
Table 13.1 Specific content for the education of disability pedagogues: section 3: goals
Semantic codes Illustrative text
Able & keen to support needs & protect
rightsPossess knowledge, skills and attitudes that
support the needs of varying types of disability
Attend to service user interests through
multi-professional cooperation
In accordance with institutional principles and
law, protect service users’needs and rights
Mentor, teach, tend to and care for people who
want and need support
Respect for human dignity Ensure that professional practice is based on
egalitarian values and respect for the service
user’s integrity
(continued)13 The Pre-service Education of Disability Pedagogues in Norway... 199