About this paper

Appears in:
Pages: 846-853
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.0294

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain

INCLUSIVE EDUCATION - THE COMMITMENT OF THE STATE OR THE REALITY OF SCHOOLS?

A. Petrasová1, R. Bernátová1, A. Kruszewska2

1University of Presov (SLOVAKIA)
2Jan Dlugosz University in Czestochowa (POLAND)
Inclusive education is an issue that in recent years begins to resonate in Slovakia and Poland, both in educational theory and in practice. Inclusive education as a late modernity reform project is exemplified in the call for ‘Education for All’. Despite the simplicity of its message, inclusion is highly contestable. The issue of how the education system affects the life chances of students from different socio-cultural environment is interesting for professionals and educational policy-makers.

Precise definition of environment that can be considered socially disadvantaged, cannot be found in the law. However, socially disadvantaged backgrounds can be defined by donations for the education of disadvantaged pupils to schools. Social disadvantage is thus defined by material conditions of the child.

The purpose of this study was to identify and compare education policies and practices at national levels in Slovakia and Poland, which we can designate as inclusive, promoting inclusive pre-primary and primary education of pupils from socially disadvantaged backgrounds. It can be concluded that the basic obstacles to the successful implementation of the principles of inclusive education in pre-primary and primary education are mainly: unclear definition of the target categories of state educational policy in this area and inconsistent partial goals and strategies, lack of "political will" to respect this phenomenon as one of the policy priorities of government policy. Inclusive education is contested within educational systems and its implementation is problematic in both countries. Some of these contradictions are discussed in this study, providing an analysis of national education policies.

The outcome of the study is the presentation of examples of good practice in the implementation of inclusive education of pupils from a socially disadvantaged environment in Slovakia and Poland. We identified possible strategies that are likely to result in an improved and perhaps more culturally responsive implementation of inclusive education in both countries.
@InProceedings{PETRASOVA2019INC,
author = {Petrasov{\'{a}}, A. and Bern{\'{a}}tov{\'{a}}, R. and Kruszewska, A.},
title = {INCLUSIVE EDUCATION - THE COMMITMENT OF THE STATE OR THE REALITY OF SCHOOLS?},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.0294},
url = {http://dx.doi.org/10.21125/inted.2019.0294},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {846-853}}
TY - CONF
AU - A. Petrasová AU - R. Bernátová AU - A. Kruszewska
TI - INCLUSIVE EDUCATION - THE COMMITMENT OF THE STATE OR THE REALITY OF SCHOOLS?
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.0294
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 846
EP - 853
ER -
A. Petrasová, R. Bernátová, A. Kruszewska (2019) INCLUSIVE EDUCATION - THE COMMITMENT OF THE STATE OR THE REALITY OF SCHOOLS?, INTED2019 Proceedings, pp. 846-853.
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