The Idea of Inclusion as Philosophy of Education – Contexts Relevant to Special Needs Education
Year: 2024
Type: article
Abstract: Introduction: Social inclusion involves countering social inequality, separation and marginalisation, whilst valuing diversity. The phenomenon of inclusion, perceived in the context of inclusive education in the perspective of special education, signifies the inclusion of categories of difference in the scope of commonality. Research Aim: The research problem is a question of what the idea of social inclusion is as a philosophy of education, with which fundamental conceptual categories, central to the issue at hand, it corresponds to and how this idea conceptually integrates within the area of special education interests. The cognitive objective of the research was to explore the meaning of inclusion understood as levelling out social inequalities, increasing social participation for groups disadvantaged by difference in opportunities, and valuing diversity as a high priority category for special education. Evidence-based Facts: The main focus is to reflect upon the meaning of inclusion, inclusive community and inclusive culture, diversity and difference in relation to the philosophy of education and the learning environment. The essential context of the discussion amounts to an analysis of the core conceptual categories and the transmission of the idea of inclusion into the paradigmatic space of special education. Summary: Special education is a space of equal opportunities, and inclusive education is one of the most effective emancipatory tools for bridging social inequalities. Inclusive education is seen as a transformative zone in which the vision of practical possibilities for the implementation and legitimacy of the idea of social inclusion is increasingly gaining greater validity.
Source: Lubelski Rocznik Pedagogiczny
Author: Marzena Dycht
Institution: Cardinal Stefan Wyszynski University in Warsaw
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4406404425