The Models of Legitimizing Inclusive Education in the Czech Republic

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

Basic information

Original name

The Models of Legitimizing Inclusive Education in the Czech Republic

Name (in English)

The Models of Legitimizing Inclusive Education in the Czech Republic

Authors

SHMIDT, Victoria and Karel PANČOCHA

Edition

II. Olomoucké speciálněpedagogické dny, 2014

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Other information

Language

Czech

Type of outcome

Conference abstract

Field of Study

50300 5.3 Education

Country of publisher

Czech Republic

Confidentiality degree

is not subject to a state or trade secret

References:

URL

Organization unit

Faculty of Education

Keywords in English

people with disabilities, legitimizing models, inclusive education

Tags

Reviewed

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Abstract

In the original language

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.

In English

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.