ANALYSIS OF THE CONCEPT OF INCLUSION IN THE CONTEXT OF EDUCATIONAL POLICY

МА Jovan Berić

Abstract

The policy of inclusive education is part of a broader policy of creating a more inclusive, fairer, humane, tolerant and democratic society. Given that children through education adopt a number of attitudes that will shape their lives in the future, it is very important to adequately approach the process of inclusive education. Bearing in mind that in recent years there have been numerous discussions regarding the implementation of inclusive education, the purpose of this paper is to lay clear theoretical foundations, define the concept and remove ambiguities in relation to similar terms, in order to be able to formulate a clear education policy and take measures for its adequate implementation.

Accordingly, in the first part of the paper, a distinction is made between the medical model and the social model, and then the theoretical directions and principles that can be considered as the forerunner of the concept of inclusion are considered. Sociocultural theory of Lev Vygotsky, social constructionism and systems theory were singled out as important theoretical predecessors, while developmental principles, the principle of least restrictive environment, the principle of normalization and social role valorization were singled out as important principles. In this context, international documents that form the basis for creating national inclusive education policies were also discussed. The key provisions of international documents that directly or indirectly talk about inclusive education are presented, and it was concluded that this reform is not just a matter of procedures and introduction of legislation, but it already represents a change in the awareness of all members of society about the needs of these children so that each individual can contribute to the creation of a better, fairer and more tolerant society.

Bearing in mind that the purpose of this concept is to improve the position of marginalized groups through its operationalization and implementation, the last part of the paper clearly identifies key features of inclusive education, and a distinction is made in relation to the concept of integration. Referring to Stubb’s considerations as important elements (guidelines) for the implementation of the inclusion process, we singled out: a strong framework, which means that this process must be supported by appropriate values, beliefs and principles in society, then implementation tailored to local context and culture, avoiding rigid copying certain solutions and, finally, constant participation and review, which allows for the improvement of the system through the involvement of all stakeholders, continuous participation and monitoring, so that it can respond to changes.

In addition to parents, professionals and teachers in schools, all other institutions and citizens as a whole must be involved in this process, and cooperate with each other. Inclusive education, as part of a broader process of creating an inclusive society, is not an ongoing process, but a permanent action and search for solutions that will improve the quality of education, social and emotional components of all children and people.

The analysis of scientific literature, as well as international documents, leads to the conclusion that educational inclusion is a dynamic process that does not only include marginalized social groups through legal regulations in regular schools, but permanent work on adapting the environment and society to the needs of these groups. Therefore, this paper should contribute not only to the scientific community, but also to teachers and decision-makers in order to understand the concept better and pave the way for the implementation of educational policy. Education has great power, and the path that children go through during those most sensitive years will shape their lives later.

References

• Ber, Vivijen. 2001. Uvod u socijalni konstrukcionizam. Beograd: Zepter Book World.
• Berger, Peter L., and Thomas Luckmann. 1991. Тhe Social Construction of Reality: A Treatise in the Sociology of Reality. Harmondsworth: Penguin Books.
• Biklen, Douglas. 1982. “The Least Restrictive Environment: Its Application to Education.ˮ Child & Youth Services 5 (1-2): 121‒144. doi: 10.1300/J024v05n01_08.
• Booth, Tony, and Mel Ainscow. 2002. Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Centre for Studies on Inclusive Education.
• Cerić, Haris, i Amel Alić. 2005. Temeljna polazišta inkluzivnog obrazovanja. Zenica: Hijatus.
• Cerić, Haris. 2008. „Mogućnost kostituiranja teorije inkluzivnog obrazovanja.ˮ Metodički obzori 3 (5): 49‒62.
• Clark, Catherine, Alan Dyson, and Alan Millward. 1998. “Theorising special education: time to move on?ˮ In Theorising Special Education, eds. Catherine Clark, Alan Dyson and Alan Millward, 154‒171. London and New York: Routledge.
• Dallos, Rudi, and Ros Draper. 2005. An Introduction to Family Therapy: Systemic Theory and Practice. Maidenhead: Oper University Press.
• Dečiji fond Ujedinjenih nacija [UNICEF]. 2014. „Konceptualizovanje inkluzivnog obrazovanja i njegovo kontekstualizovanje u okviru Misije UNICEF-a.ˮ Poslednji pristup 15. mart 2022. http://socijalnoukljucivanje.gov.rs/wp-content/uploads/2017/04/UNICEF_SRP_Webinar_Booklet_1.pdf.
• Donnelly, Peter, and Jay Coakley. 2002. The Role of Recreation in Promoting Social Inclusion. Toronto: The Laidlaw Foundation.
• Florian, Lani. 1998. “Inclusive practice: What, why and how?ˮ In Promoting Inclusive Practice, eds. Christina Tilstone, Lani Florian and Richard Rose, 13‒26. London and New York: Routledge.
• Henderson, Robert. 1993. “What Is This ‘Least Restrictive Environment’ in the United States?ˮ In Is There a Desk with My Name on It? The Politics of Integration, ed. Roger Slee, 96‒108. London: The Falmer Press.
• Jenkinson, Josephine. 1997. Mainstream or special? Educating students with disabilities. London and New York: Routledge.
• Kafedžić, Lejla. 2015. „Stručno usavršavanje nastavnika za odgojno-obrazovni rad u inkluzivnim odeljenjima.ˮ U Unapređenje obrazovnog sistema u obalsti primjene inkluzivnih principa podučavanja. Sarajevo: Save the Children. 9‒22. Poslednji pristup 20. mart 2022. https://nwb.savethechildren.net/sites/nwb.savethechildren.net/files/library/Publikacija-strucnih-radova-inkluzija.pdf.
• Karić, Tijana, Vladimir Mihić, i Maja Korda. 2014. „Stavovi profesora razredne nastave o inkluzivnom obrazovanju dece sa smetnjama u razvoju.ˮ Primenjena psihologija 7 (4): 531‒548. doi: 10.19090/pp.2014.4.
• Kendrick, Michael. 1994. “Some Reasons Why Social Role Valorization Is Important.ˮ SRV-VRS: The International Social Role Valorization Journal 1 (1): 12‒16.
• Kostović, Svetlana, Jovana Milutinović, Slađana Zuković, Tamara Borovica, i Biljana Lungulov. 2011. „Razvoj inkluzivne obrazovne prakse u školskom kontekstu.ˮ U Inkluzivno obrazovanje: od pedagoške koncepcije do prakse, ur. Mara Đukić, Milka Oljača, Svetlana Kostović, Jelena Đermanov i Marijana Kosanović, 1‒17. Novi Sad: Filozofski fakultet u Novom Sadu.
• Langer, Carol, and Cynthia Lietz. 2015. Applying Theory to Generalist Social Work Practice. Hoboken: John Wiley & Sons.
• Lewis, Ann. 1995. Children’s Understanding of Disability. London and New York: Routledge.
• Lloyd, John Wills, Nirbhay Singh, and Alan Repp. 1991. The Regular Education Initiative: Alternative Perspectives on Concepts, Issues, and Models. Sycamore, IL: Sycamor.
• Mallory, Bruce L, and Rebecca S New. 1994. “Social Constructivist Theory and Principles of Inclusion: Challenges for Early Childhood Special Education.ˮ The Journal of Special Education 28 (3): 322‒337. doi: https://doi.org/10.1177/002246699402800307.
• Nirje, Bengt. 1985. “The Basis and Logic of the Normalization Principle.ˮ Australia and New Zealand Journal of Developmental Disabilities 11 (2): 65‒68. doi: https://doi.org/10.3109/13668258509008747.
• Northway, Ruth. 1997. “Integration and Inclusion: Illusion or Progress in Services for Disabled People?ˮ Social Policy and Administration 31 (2): 157‒172. doi: https://doi.org/10.1111/1467-9515.00046.
• Organizacija Ujedinjenih nacija za obrazovanje, nauku i kulturu [UNESKO]. 1960. „Konvencija protiv diskriminacije u vaspitanju i obrazovanju.ˮ Poslednji pristup 25. mart 2022. https://cpd.org.rs/projects/odabrani-medjunarodni-instrumenti/konvencija-protiv-diskriminacije-o-obrazovanju/.
• Osburn, Joe. 2006. “An Overview of Social Role Valorization Theory.ˮ The SRV Journal 1 (1): 4‒13.
• Otašević, Jadranka, i Nada Dobrota Davidović. 2018. „Institucionalni kapaciteti Srbije u rešavanju problema dece sa smetnjama u razvoju.ˮ Srpska politička misao 61 (3): 157‒173. doi: http://doi.org/10.22182/spm.6132018.8.
• Rajović, Vera. 2011. „Ključne promene opštih shvatanja i prakse u radu sa osobama sa potrebom za dodatnom podrškom.ˮ U Deca sa smetnjama u razvoju: podrška i potrebe, ur. Marija Mitić, 38-39. Beograd: Republički zavod za socijalnu zaštitu.
• Riedel Bowers, Nancy, and Anna Bowers. 2017. “General System Theory.ˮ In Social Work Treatment: Interlocking Theoretical Approaches, ed. Francis J. Turner, 240‒247. New York: Oxford University Press.
• Rouse, Martyn. 2008. “Developing Inclusive Practice: A Role for Teacheres and Teachers Education.ˮ Education in the North. 16 (1): 1‒20. doi: https://doi.org/10.26203/j15x-ym95.
• Spiker, Pol. 2013. Socijalna politika: teorija i praksa. Beograd: Fakultet političkih nauka.
• Stanković, Dejan Vuk. 2018. „Izazovi i perspektive obrazovanja za demokratiju.ˮ Srpska politička misao 62 (4): 341‒352. doi: https://doi.org/10.22182/spm.6242018.17.
• Stubbs, Sue. 2008. Inclusive Education: Where there are few resources. Oslo: The Atlas Alliance.
• Suzić, Nenad. 2008. Uvod u inkluziju. Banja Luka: XBS.
• Szivos, Sue. 1992. “The limits to integration.ˮ In Normalisation: A Reader for the Nineties, eds. Hilary Brown and Helen Smith, 112‒133. London: Routledge.
• Taylor, Steven J. 2004. “Caught in the Continuum: A Critical Analysis of the Principle of the Least Restrictive Environment.ˮ Research & Practice for Persons with Severe Disabilities 29 (4): 218‒230. doi: https://doi.org/10.2511/rpsd.29.4.218.
• Teater, Barbra. 2010. An Introduction to Applying Social Work Theories and Methods. Maidenhead: Open University Press.
• Ujedinjene nacije [UN]. 1948. „Univerzalna deklaracija o ljudskim pravima.ˮ Poslednji pristup 25 mart 2022. https://www.poverenik.rs/images/stories/dokumentacija-nova/medjunarodna-dokumenta/UJEDINJENE-NACIJE/univerzalnadeklaracijalat.pdf
•  Ujedinjene nacije [UN]. 1989. „Konvencija o pravima deteta.ˮ Poslednji pristup 26. mart 2021. https://www.unicef.org/serbia/media/3186/file/Konvencija%20o%20pravima%20deteta.pdf.
• Ujedinjene nacije [UN]. 2006. „Konvencija o pravima osoba sa invaliditetom.ˮ Poslednji pristup 01. april 2022. http://cpd.org.rs/wp-content/uploads/2017/11/004_Microsoft-Word-UN_Medjunarodna-konvencija-o-pravima-osoba-sa-invaliditetom.pdf.
• United Nations Educational, Scientific and Cultural Organization [UNESCO]. 1994. “The Salamanca Statement and Framework for Action on Special Needs Education.ˮ Last access April 03, 2022. https://unesdoc.unesco.org/ark:/48223/pf0000098427
• Vigotski, Lav. 1987. Osnovi defektologije. Beograd: Zavod za udžbenike i nastavna sredstva.
• Winzer, Marget A. 2009. From Integration to Inclusion: A History of Special Education in the 20th Century. Washington: Gallaudet University Press.
• Wolfensberger, Wolf, Susan Thomas, and Guy Caruso. 1996. “Some of the Universal “Good Things of Life” Which the Implementation of Social Role Valorization Can be Expected to Make More Accessible to Devalued People.ˮ The International Social Role Valorization Journal 2 (2): 12‒14.
• Yell, Mitchell L. 1995. “Least Restrictive Environment, Inclusion, and Student with Disabilities: A Legal Analysis.ˮ The Journal of Special Education 28 (4): 389‒404.
• Zakon o socijalnoj zaštiti [ZSZ], „Službeni glasnik Republike Srbijeˮ, br. 24/2011.