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Key Components of Inclusive Education


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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Historical Component

3. Historical Component


Blanka Kudláčová

In our chapter we try to map the essence of an inclusive approach in the context of broader historical background. Such a view offers us a more realistic and truer picture of inclusive education, of how to protect us from its glorification, resp. against the risk of its political abuse. That concept became interesting also for some of current European politicians who see it as the possibility of rapid resolution of the problems of education and care of people with disabilities which is present in human society since it exists, although it is true that currently it is being significantly prominent. We know, from our experience, that this is a very sensitive and difficult issue to which there does not exist the only solution.

From our previous research findings – the research object of which was to map the approaches to people with disabilities in European thinking – it is clear that the essence of inclusive approach is not new (compare Kudláčová 2008, 2009, 2010a, 2010b, 2013, 2016). This is confirmed also by the publications of Winzer9. In European thinking there are similar ideas, especially in Jewish and Christian religion and also in some philosophical concepts. In terms of time, they mostly appear in religion, because the Pre-Christian philosophy did not recognize the concept of a person. On the other hand it distinguished a person from other living beings with regard to his or her logos – reason and speech. Let us go...

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