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Key Components of Inclusive Education

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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.

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A Component Analysis of Inclusive Education – Basis for its Successful Implementation

1. A Component Analysis of Inclusive Education – Basis for its Successful Implementation

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Viktor Lechta



In the system of inclusive education - in agreement with other structured systems - it is possible to identify several determining components1. Nevertheless, inclusive education obviously differs from the other similar systems, especially in the fact that its platform consists of a large number of these components (and their sub-components), but on closer inspection we notice, except for their quantity, that these components are extremely heterogeneous. The most important components of inclusive education are the following ones: ethical, economic, historical, user-oriented, and others.

Changes in already entrenched system (and educational system in the form of a separate “special” and “ordinary” education, is historically and socially entrenched2 for a long time ago) inevitably bring many new, and for unprepared persons involved, often unexpected problems. This is also true for persons involved in inclusive education. There participate many (more or less involved) agents: starting with parents of children with disabilities, disruption, and threat and parents of intact children, continuing through the full range of experts involved (teachers, psychologists, physicians, social workers, speech therapists), to the most diverse governmental and non-governmental, regional and supranational institutions. While it cannot be forgotten that the centre of interest are the students with disabilities, disruption and threats and their intact peers.

Globally, the long-term trend continues, within which the field of inclusive education (especially at the course of politics and school politics) adopt meritorious theoretical conclusions and practical arrangements often without previous analysis aimed at the readiness...

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