SHMIDT, Victoria and Karel PANČOCHA. The Models of Legitimizing Inclusive Education in the Czech Republic. In II. Olomoucké speciálněpedagogické dny. 2014.
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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.
Other information
Original 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
WWW URL
Organization unit Faculty of Education
Keywords in English people with disabilities, legitimizing models, inclusive education
Tags Reviewed
Changed by Changed by: prof. PhDr. Karel Pančocha, Ph.D., M.Sc., učo 42604. Changed: 7/7/2015 14:33.
Abstract
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.
Abstract (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.
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