Inclusive education as a value: philosophical and socio-educational approaches V. Grincevičienė, J. Barevičiūtė, V. Asakavičiūtė, J. Grincevičius
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ArticleOther title: Инклюзивное образование как ценность: философские и социообразовательные подходы [Parallel title]Subject(s): инклюзивное образование | специальные потребности | ученики с ограниченными возможностями здоровьяGenre/Form: статьи в журналах Online resources: Click here to access online
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Вестник Томского государственного университета. Философия. Социология. Политология № 50. С. 47-54Abstract: The authors of the article make attempts to present a trend of inclusive education, which has been visible in the national special education, as a value. The main normative documents that have presupposed the genesis and expression of the model of inclusive education in the context of a value-based aspect are introduced. The results of longitudinal studies, which prove that attempts to create a school that ensures equal access to education for everybody (school students with special educational needs as well as their healthy peers) have been only partially successful in Lithuania so far. A number of disabled children, adolescents and young people have still been learning in the settings that are isolated from their peers. Therefore, challenges in inclusive education are likely to arise.
Библиогр.: 40 назв.
The authors of the article make attempts to present a trend of inclusive education, which has been visible in the national special education, as a value. The main normative documents that have presupposed the genesis and expression of the model of inclusive education in the context of a value-based aspect are introduced. The results of longitudinal studies, which prove that attempts to create a school that ensures equal access to education for everybody (school students with special educational needs as well as their healthy peers) have been only partially successful in Lithuania so far. A number of disabled children, adolescents and young people have still been learning in the settings that are isolated from their peers. Therefore, challenges in inclusive education are likely to arise.
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