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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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Applicational Component

12. Applicational Component

Extract

Andrea Perlusz



It is an incorrect approach to consider inclusive education as an option for students with special needs to learn in mainstream schools. The idea of inclusive education means an appropriate response to the diversity of students. Consequently the process of inclusive school development aims at eliminating exclusionary processes resulting from attitudes and responses to diversity in gender, race, ethnicity, religion, social background and disabilities. The idea of inclusive schools accepts that education is a basic human right, via decreasing exclusion and increasing participation it contributes to an equal and more just society. The basis of this approach was endorsed by the Salamanca Statement (Salamanca World Conference on Special Needs Education, UNESCO 1994), according to which “the most effective means of combating discriminatory attitudes, building an inclusive society and achieving „education for all”.

This approach implies that the differences and difficulties experienced by students result from the responses given by the schools, determined by the curriculum, requirements, classroom activities and teaching methods. As a result, schools have to respond positively to the diversity among the students, and appreciate their individual differences as opportunities for enriching the learning process.

At the same time there seems to be a tendency to just “speak about inclusion”, the schools voice the idea of including all students, but there is a huge discrepancy between theory and realisation (Skoglund 2014).

It is not a question whether we agree with the statement that inclusion benefits all...

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