Grasping the Concept of Inclusive School in Slovakia and England - Q Study

Abstract

The aim of the study was to identify how education actors of two historically and culturally different countries -Slovakia and England -thought about the concept 'inclusive school' . The Q-methodology was used for this purpose, yielding 7 descriptions of inclusive school. The results indicated two facts: 1) there is a jointly shared semantic field that can be interpreted as a consequence of globalization trends in education, and 2) perceptions of inclusive education are influenced by the history of educational systems in the countries studied. Research findings confirm that despite a certain convergence trend, a local discourse still remains the crucial determining factor of the conceptual grasp of this issue.