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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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Occupational Component

13. Occupational Component

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Martin Krammer and Erik Žovinec



Occupational-professional component is one of the nine components which have been in a detailed way described in Slovak studies by Lechta (2009, 2010), Vladová, Tekelová (2011), Vladová (2013) and Žovinec (2016) as a methodological input for transdisciplinary investigation of this most fundamental concept of pedagogy of the late 20th century. In the issue of preparation of inclusive teachers and reforms in teacher education and special teacher education were written and released several international scientific monographs, anthologies (Wade 2000; Valli, Rennert-Ariev 2000; Booth, Nes, Stromstad 2003; Forlin 2012) and scientific studies written in English language (Donnelly, Watkins 2011; Harvey, Yssel, Bauserman, Merbler 2010). These works are in the Central European area known a little, but the transformation of teacher training in the Visegrad Four (further V4) countries has been carried out in line with global trends. In this chapter we focus on the professional component of inclusive education in the area of ​ V4 countries and neighbouring countries.

In general, those countries could be characterised as countries with a strong tradition of special education (which represents a cornerstone for ongoing criticism of inclusive education), countries that have a lower proportion of VAT on education than Western countries and are known by the relatively low status of educational policy aimed at reducing inequalities in education. Countries of V4 shared cultural and historical roots derived from belonging to the Latin-Christian cultural circle. In 1989 the V4 Countries underwent the transition from totalitarian political...

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