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.
9. Special-Educational Component
is one of them. With the extension of the subject of special education the idea of inclusive education is also extended to all levels of education. At many degrees there existed and still exist opportunities for education at special schools, the achievement of academic degree was and still is possible only in “standard conditions”, to which reacted also that environment (for example Németh, Schmidtová, Tarcsiová 2016; Kaleja, Zezulková 2014; Decree No 458/2012; Ondrušková, Sokol 2012).
The philosophy of inclusion is based on core values emphasising human dignity, human rights, social justice, mutual respect, participation and diversity as a normality (Stubbs 2008, Arnesen et al., 2009). Booth and Ainscow (2002) in the index of inclusion defined the three following dimensions of inclusive schools that are applicable to all levels of education and coincide with our component:
1.Inclusive culture (cultural context and value system of the school, the quality of the social environment),
2.Inclusive policies (organization of environment, school management system, the quality of planned activities),
3.Inclusive practice (the quality of human resources, material equipment of school, learning environment, teaching methods and procedures).
For the basis of an inclusive school the author considers its culture. Inclusive policy and practice are both in fact visible and relatively well measurable (for example the rules, and regulations), inclusive culture is reflected in the overall school setting, should create a collaborative community and pass on these values to new employees. Principles and values included...
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