Show Less
Restricted access

Key Components of Inclusive Education

Series:

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.

Show Summary Details
Restricted access

Social Component

11. Social Component

Extract

of inclusive education are social interactions of pupils in school classrooms. The aim of inclusive education in terms of social interactions in a school classroom is, in addition to reducing the number of excluded pupils and their disassociation from their participation in the process of education, also the creation of an environment fulfilling individual – social needs of all students. The essence of that is a changed view of a child’s failure in terms of its successfulness – perceiving school success of a pupil within a school classroom in a broader form (school performance, social inclusion and social relationships, social interactions, the status of a pupil per class, self-evaluation of school achievement of a pupil and others). During their failure it is useful to look for barriers in a system that is not sufficiently opened to the needs of an individual. However, Šuhajdová (in Lechta 2016, p. 445), refers to the problem of a narrow understanding of school achievement to the formal education. She claims that educators often forget that a pupil is the part of a school also within its non-formal education, which is, especially for pupils with special educational needs, (it specifically deals with pupils from socially disadvantaged environment) efficient in the provision of sufficient space for their self-fulfilment, meeting their needs, and achievement of success. In this context it refers to many authors who point to the need to accept the educational component of inclusive education.

Inclusive education is a dynamic process, the aim of which is...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.