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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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Component of Transdisciplinarity

14. Component of Transdisciplinarity

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Kateřina Vitásková



Inclusive approach brings many challenges, some of which represent one of the strongest determinants of its success, factual utility and original benefit. This makes the utilisation of the principle of transdisciplinarity to be the highest, but also the most complex and difficult form of cooperation between disciplines and experts (compare for example Lechta 2010).

Transdisciplinarity is a logical consequence of multidimensional insight into the objectives, content and implementation of an inclusive approach of the teachers, parents, and students who are involved in inclusive educational environment, the experts who are interested in clinical or counselling practice and “amateurs”, relatively the public that is not directly involved in educational environment (compare for example Forbes, McCartney 2015). However, they all may have a slightly different view on the same phenomena, whether they are general behaviours or specific symptoms associated with abnormalities or deficiencies. That one, which is the representative of a professional group of physiological phenomenon can be seen as another variation, symptom or syndrome, the same as a mere “non-pathological” particularity in the context of special and inclusive education “need”.

One of the fundamental aspects of the transdisciplinary approach is the multidimensionality of terminology (Stock, Burton 2011; Vitásková 2012). Although an orthodox inclusive approach is originally based on the sheer inadmissibility of terminologically specific “diagnosis” (for example hearing impairment), sometimes with an uncritical reference to the negative consequences of labelling, we think it is necessary also in the inclusive...

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