Pedagogical Research, Vol. 12 No. 1-2, 2015.
Original scientific paper
Reverse inclusion – pedagogical values and potentials
Ksenija Romstein
; Fakultet za odgojne i obrazovne znanosti Sveučilišta Josipa Jurja Strossmayera u Osijeku
Ana Sekulić-Majurec
; Filozofski fakultet Sveučilišta u Zagrebu Odsjek za pedagogiju
Abstract
Inclusion, as a contemporary pedagogical concept, is ofen operationalized within the regular education system. Te recent literature explicitly states that inclusion presents the desirable ideology in education, but some authors claim that educational institutions support status quo in social relations, which obstructs its implementation. Because of that, for the last 5-10 years it has been increasingly debated on the international level that the reverse inclusion had started. Te reverse inclusion is the inclusion of the children with normative development (i.e. the children with typical development pattern or without disabilities) in special education. Tere are several reasons why the advocates of the reverse inclusion argue that the reverse inclusion enables children with normative development to learn in a high-quality environment: a high adults-children ratio, more possibilities for designing individual programs and for the individualized work with children, and teacher’s high expertise on learning and teaching. On the other hand, the reverse inclusion allows the children with disabilities to widen their social network and gain the competences necessary for social functioning on daily basis. Te observation of such classroom practices in special education confrms the existence of the high adults-children ratio and the dominance of individual/individualized approach with specifc didactic and audio-visual aids. Te results indicate that there are certain resources within special education which can be adequate for the reverse inclusion.
Keywords
inclusion; reverse inclusion; special education; quality of education
Hrčak ID:
178845
URI
Publication date:
6.11.2015.
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