Open AccessInclusive Education – Horizons of Thinking and Acting at the “School for All”
Author(s) -
Justyna Wojciechowska
Publication year - 2020
Publication title -
rocznik pedagogiczny/yearbook of pedagogy
Language(s) - English
Resource type - Journals
eISSN - 2719-888X
pISSN - 0137-9585
DOI - 10.2478/rp-2020-0011
Subject(s) - inclusion (mineral) , perspective (graphical) , point (geometry) , process (computing) , epistemology , sociology , pedagogy , special education , mathematics education , engineering ethics , psychology , social science , philosophy , computer science , engineering , mathematics , geometry , artificial intelligence , operating system
Summary The 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.