Edited By Viktor Lechta and Nad'a Bizová
This monograph links to the monograph "Reflection of Inclusive Education of the 21st Century in Correlative Scientific Fields" (Lechta. V. - Kudláčová, B., Frankfurt: Peter Lang 2013). It should be a summary of the most relevant components of inclusive education and proposals for further development. The co-authors are influential representatives of inclusive education from Slovakia, the Czech Republic, Hungary, Poland and Germany. Structure of authors present their findings from the aspect of pedagogy, psychology, special education, therapeutic education, social pedagogy, history, philosophy, psychology, law, medicine in this field in its transdisciplinary correlation. The monograph is intended mainly for the experts from all the disciplines that participate in the care of people with disabilities, as well as students and parents that are interested in it.
This monograph links to the following monographs “Inclusive Education and its Components” (Trnava-Bratislava 2013), “Reflection of Inclusive Education of the 21st Century in Correlative Scientific Fields” (Frankfurt 2013) and “Inclusive Education” (Prague 2016); while it expands their core parts, complements and adds to these publications further current knowledge.
Globally there continues the long-term trend within which are taken the meritorious decisions and practical measures for the field of inclusive education (especially at the level of school policy) often without previous analysis targeted on the readiness and quality of its individual components. In these cases, there may emerge not only a serious threat of unsuccessful inclusion of children in individual cases but the overall inclusive process may result in slowing down of the pace of its implementation. The result is the condition of educational practice, which in most countries cannot be characterised as closed, fully implemented inclusion, but only a transition process – as a specific temporary condition between traditional and inclusive approach to education.
The fundamental determinant of the success of inclusive education as a whole is the quality and permanent interaction of its sub-components (Lechta 2016). A detailed analysis of the individual components of inclusive education is thus of extreme urgency: We therefore believe that it is more than legitimate to present it in a separate monograph. At the forefront of our concerns there are mainly the components that reflect the altered paradigm in the perception of children with disabilities, disruption and threat due to their...
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