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

• Originální jazyk: čeština
• Typ výsledku: Prezentace na konferencích
• Obor: 50300 5.3 Education
• Stát vydavatele: Česká republika
• Utajení: není předmětem státního či obchodního tajemství
• WWW: URL
• Organizační jednotka: Pedagogická fakulta
• Klíčová slova anglicky: people with disabilities, legitimizing models, inclusive education
• Příznaky: Recenzováno

Anotace

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.

Anotace 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.