The Models of Legitimizing Inclusive Education in the Czech Republic

SHMIDT, Victoria a Karel PANČOCHA. The Models of Legitimizing Inclusive Education in the Czech Republic. In II. Olomoucké speciálněpedagogické dny. 2014.

Základní údaje

Originální název

The Models of Legitimizing Inclusive Education in the Czech Republic

Název anglicky

The Models of Legitimizing Inclusive Education in the Czech Republic

Autoři

SHMIDT, Victoria a Karel PANČOCHA

Vydání

II. Olomoucké speciálněpedagogické dny, 2014

---

Další údaje

Jazyk

čeština

Typ výsledku

Prezentace na konferencích

Obor

50300 5.3 Education

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Organizační jednotka

Pedagogická fakulta

Klíčová slova anglicky

people with disabilities, legitimizing models, inclusive education

Příznaky

Recenzováno

---

Anotace

V originále

In the Czech Rep., inclusive education obtains twofold status, legal but not legitimized yet. Surveys approve the high degree of resistance among various stakeholders to inclusion of Roma and disabled children into mainstream education. The question How to promote inclusion requires juxtaposing two research perceptivities, general evaluation of educational strategies and discourses applied by agents in favour of (de)legitimacy of inclusion. We apply the threefold concept of legitimacy (input, throughput, and output types) to scrutinize the operating system of education in order to indicate various models towards legitimizing inclusive education through the content-analysis of public debates around the issues related to inclusion. Three models were differentiated: potentially efficient instrument for individualizing educational process; a new institution overcoming current selective educational system; inclusive ideology as the grounds for systematic monitoring under the quality of education. Despite the opposite attitude to the worthwhileness of joint education of children with and without special needs, actors expound compatible arrays of concepts around education and childhood emphasizing output legitimacy but remain in mutual opposition because of different vision on the indices of efficient education.

Anglicky

In the Czech Rep., inclusive education obtains twofold status, legal but not legitimized yet. Surveys approve the high degree of resistance among various stakeholders to inclusion of Roma and disabled children into mainstream education. The question How to promote inclusion requires juxtaposing two research perceptivities, general evaluation of educational strategies and discourses applied by agents in favour of (de)legitimacy of inclusion. We apply the threefold concept of legitimacy (input, throughput, and output types) to scrutinize the operating system of education in order to indicate various models towards legitimizing inclusive education through the content-analysis of public debates around the issues related to inclusion. Three models were differentiated: potentially efficient instrument for individualizing educational process; a new institution overcoming current selective educational system; inclusive ideology as the grounds for systematic monitoring under the quality of education. Despite the opposite attitude to the worthwhileness of joint education of children with and without special needs, actors expound compatible arrays of concepts around education and childhood emphasizing output legitimacy but remain in mutual opposition because of different vision on the indices of efficient education.