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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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Sociological Component

4. Sociological Component


Ivana Šuhajdová

Everyone is entitled not only to the right to education but also to live full life. Every person, without exception, is first of all a human being who has got protected and secured human rights, with the significant support of national and international code and documents. However, their importance and utility, should not end only in the form of quasi-words for the sheet of paper. Materialisation of that right requires to create the conditions that allow equal opportunities for all people regardless of age, gender, race, ethnicity, nationality, social status or health status. The true value of a guarantee of human rights should take place in our ordinary everyday reality. Referring to the Convention on the Rights of Persons with Disabilities (UN) the disability is now increasingly seen in relation to the compliance with and respect for human rights (World Report on Disability 2011). In individuals with disabilities, disruption, and threat we can observe that the approach of our society to them constantly changes and evolves in the course of history, and those changes do not proceed linearly. Based on Požár (2007), we can claim, by a brief historical excursion,18 that the approaches to people with disabilities in the past moved from repression (leaving, expulsion and slaughter), through the utility (the use and abuse of preserved abilities of handicapped), charity (provision of basic needs for people with disabilities), humanity (increased interest in a man in general), altruism (selfless attitude), empowerment (major expansion...

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