Possibilities and Perspectives of Inclusive Education in Slovakia as a Result of Comparing Historical Development of Two School Education Systems

Porubský, Štefan; Vančíková, Katarína; Vaníková, Terézia

doi:10.21125/iceri.2017.0651

Cited by 2 publications

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“…The mentality of the population in Slovakia is more oriented on exclusion of differences in the broadest sense than on inclusion to the social mainstream. Inclusive education is not perceived as a need, but rather as a political import (Porubský, Vančíková, & Vaníková 2017). The second, closely linked with the first, is related to the non-systematic implementation of pro-inclusive measures just through various EU grants.…”

Section: Discussionmentioning

confidence: 99%

Various Perceptions of Inclusive School: Q Methodological Study

Vančíková

Basarabová

Sabo

et al. 2021

JESR

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Although inclusive education has become a global norm, it cannot be said that there is a universal definition of it. Namely, the ideas of what inclusive education is are formed in a local context under the influence of societal, political, economic and cultural forces. This is confirmed also by results of the research the subject of which was examination of perceptions of inclusive school formed in the Slovak socio-cultural context. The aim of the research was to find out how education actors (teachers, school headmasters, teaching assistants, specialists providing support to pupils, parents) think about the concept "inclusive school". For this purpose, the Q-methodology was used that produced eight various descriptions of inclusive school. They uncovered various contexts in which education actors´ ideas about inclusive school were formed. Some are wider, others refer to socio-cultural specifics of the country; others are more personal, reflecting personal experience, inner beliefs or even projected ideas and desires. The research shows that the pedagogical discourse about inclusive education in Slovakia is not only specific, but also internally variable. Received: 4 May 2021 / Accepted: 21 July 2021 / Published: 5 September 2021

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Section: Discussionmentioning

confidence: 99%

Various Perceptions of Inclusive School: Q Methodological Study

Vančíková

Basarabová

Sabo

et al. 2021

JESR

Self Cite

View full text Add to dashboard Cite

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Mnohoraké podoby inkluzívnej školy alebo Predstavy o inkluzívnom vzdelávaní na Slovensku

Vančíková¹,

Basarabová²

2022

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Vedecká monografia prezentuje výsledky originálneho výskumu, prostredníctvom ktorého výskumný tím zisťoval, aké predstavy o inkluzívnej škole cirkulujú v našom socio-kultúrnom priestore. S použitím Q metodológie bolo identifikovaných osem konceptov inkluzívnej školy, ktoré boli predstavené širšej vzorke aktérov vzdelávania (učiteľov, pedagogických asistentov a odborných zamestnancov) prostredníctvom on-line dotazníka. V monografii autorky prinášajú poznanie o tom, aké predstavy na Slovensku dominujú a ktoré sú, naopak, okrajové, ako aj to, či príslušnosť k profesii alebo typ pracoviska (špeciálne, bežné školy, poradenské zariadenia) ovplyvňujú spôsob ako aktéri vzdelávania uvažujú o vlastnostiach školy, ktorá má prívlastok inkluzívna.

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Possibilities and Perspectives of Inclusive Education in Slovakia as a Result of Comparing Historical Development of Two School Education Systems

Cited by 2 publications

References 0 publications

Various Perceptions of Inclusive School: Q Methodological Study

Various Perceptions of Inclusive School: Q Methodological Study

Mnohoraké podoby inkluzívnej školy alebo Predstavy o inkluzívnom vzdelávaní na Slovensku

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