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Inclusive Education – Horizons of Thinking and Acting at the “School for All”

Inclusive Education – Horizons of Thinking and Acting at the “School for All” SummaryThe aim of the article is to discuss the direction of activities of the contemporary model of education, including elementary education, where the process of inclusion plays an important role. The analysis is based on the contemporary pedagogical scientific literature and recommendations of education policy. The starting point for the considerations is that inclusion is the basis of the concept of “Education for All”. The special attention has been paid to the essence of the development of education according to Thomas Kuhn. In his considerations the importance of language and meanings at all has been emphasized. From this perspective, the roles of both seemed to be a legitimate reference point for the inclusion process. Moreover, the plans for the exchange of ideas and activities have been also indicated in the study. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Yearbook of Pedagogy de Gruyter

Inclusive Education – Horizons of Thinking and Acting at the “School for All”

Wojciechowska, Justyna
Yearbook of Pedagogy , Volume 43 (1): 13 – Dec 1, 2020
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Publisher
de Gruyter
Copyright
© 2020 Justyna Wojciechowska, published by Sciendo
eISSN
2719-888X
DOI
10.2478/rp-2020-0011
Publisher site
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Abstract

SummaryThe aim of the article is to discuss the direction of activities of the contemporary model of education, including elementary education, where the process of inclusion plays an important role. The analysis is based on the contemporary pedagogical scientific literature and recommendations of education policy. The starting point for the considerations is that inclusion is the basis of the concept of “Education for All”. The special attention has been paid to the essence of the development of education according to Thomas Kuhn. In his considerations the importance of language and meanings at all has been emphasized. From this perspective, the roles of both seemed to be a legitimate reference point for the inclusion process. Moreover, the plans for the exchange of ideas and activities have been also indicated in the study.

Journal

Yearbook of Pedagogy – de Gruyter

Published: Dec 1, 2020

Keywords: inclusive education; inclusion; dialogue

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