Kalokagathia, Vol. 1. No. 1., 2012.
Pregledni rad
Inclusive Education - Possibilities and Limitations
Sofija Vrcelj
; Filozofski fakultet u Rijeci, Sveučilište u Rijeci
Jelena Čubra
; Centar za odgoj Rijeka
Sažetak
This paper analyzes the possibilities of inclusion or, more accurately, inclusive education as well as the limitations of such education. Reasons for this analysis are various understanding and interpretations of inclusion. In the broadest sense, inclusion is the relation between society and individual (and vice versa), and it has various dimensions (movement, practice, philosophy) which are directed toward tolerating differences, alleviating prejudice and discrimination, including marginalized groups in different social activities, etc… Also, inclusion is the philosophy which is focused toward including and giving support to individuals with developmental difficulties with the goal of giving them opportunity to live equally in society. In that context, inclusive education is only one of the aspects of inclusion. Inclusive practice in education of persons with developmental difficulties has been significantly expanded during last few years; however, there are significant limitations in implementation of such education. Many schools which started the practice of inclusive education relatively recently, don’t have adequate experts and teachers that are educated to work with “normal” children experience resistance and fear. Children with developmental difficulties can have serious problems if we include them in inadequate environment. Therefore it is important that we understand inclusion as a two-way relation, which means that society necessarily has to readapt to “different”. With readjustment of society (school) to “different” we create conditions for emancipatory role of education.
Ključne riječi
inclusion; inclusive education; teachers; culture
Hrčak ID:
83460
URI
Datum izdavanja:
2.5.2012.
Posjeta: 5.837 *