Od učljivosti do inkluzivne paradigme

slovenian

2007

volume 18, issue 3/4

Slovensko društvo raziskovalcev šolskega polja
(Obvezni izvod spletne publikacije)

The article looks into the development of the education of children with special needs from its beginnings, when there was a need to put into force thebelief that also children with developmental problems could be taught, through the period of the intensive development of special schooling until thepresent days, when a new inclusive paradigm a being formed and implemented.Postmodern philosophy and ethics are used as the starting point and are both based on human rights, antidiscrimination, justice and equal opportunities. From this perspective, those theories and beliefs are relevant that emphasise the educational process as the most important aspect in the child's development. Therefore, children with special needs should be educatedwith their peers as such environment is the most normal. There should be a common school for all children, where everyone is treated as a unique individual. Alternative programmes and restrictive environments can weaken theconditions for their development. Different discourses on the common education of all children are similar in their philosophies and principles. The problems lie in the implementation of inclusion. The article presents different concepts and methods of realizing inclusive education along with doubts, criticisms and warnings that indicate a number of uncertainties and indeterminacies as to its implementation. Nevertheless, the inclusive paradigmis the vision of the future, and we all walk in its direction.

06.10.2022