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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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Ethical Component

6. Ethical Component

Extract

Adam Mikrut



Social integration is the next step – after attempts of destruction, isolation and segregation – of the evolution of attitudes represented by the ‘able-bodied’ members of society towards people affected by various types of disorders of the structure and/ or functioning of the body and the scope and nature of services provided to them (Hulek 1980a, p. 493). Polish special educators – as Firkowska-Mankiewicz and Szumski write (2009, p. 331) – very quickly became interested in this idea, that is, almost at the same time that it started gaining popularity in the West. It is reflected – as the authors claim – i.a. by the text of Hulek of 1977 dedicated to the concept of “common and specific issues in rehabilitation”, in which he argues that “(…) people with deviations from the standard react to their situation (injury) more or less the same as any person who encounters a difficult situation –in this context, there are elements in common among different categories of the impaired and between the impaired and the healthy” (see Hulek, 1980b, p. 465).21 This thesis was treated by the author as a scientific basis for social integration, whose main element was an assumption – based on the experience of many practitioners and theorists of special education – that among people with different types of deviations from the norm and non-disabled people there are “(…) more similarities than differences” (Hulek 1980a, p. 494), which means that, despite some dysfunctions and developmental abnormalities, they are normal people, because “(…) even a significant...

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