Kokybinė įtraukiojo ugdymo slinktis visuomenės raidos kontekste: dialektinis Modeliavimas
Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Summary/Abstract: By applying a qualitative method of dialectical modelling, the following three models ofinclusion are analysed: integration, inclusive special education, and universal design for learning.The prerequisites significant for the implementation of each model are tested by contradictingthem against other models, in order to reveal education components and their connections thateither strengthen or impede the qualitative evolution of inclusive believes and practice.The results of integrated education analysis underline the impulse of societal movement thatencouraged the development of processes of inclusion and the restructuring of educational system;however, at the same time, they reveal the possibility of tension due to the desynchronizationbetween various components of social and educational system. The reduction of tension and thesustainability of inclusive evolution requires the harmonisation of social believes and culturalexperience.The analysis of the “Inclusive special education” model shows that any polarized attitude andeducational effort towards different groups of pupils generates barriers for ensuring successfullearning for all the pupils and shapes elements of educational segregation. In overcoming thisbarrier, the change in educators’ attitude and practice is significant, embracing the entirety ofthe learners and giving priority to professional co-operation.The connections between the components of universal design for learning model allowto cover the whole of the variety of learners and to aim at personal success for every pupil. Auniversal educational environment that corresponds with the variety of educational needs is thecore precondition for a good quality inclusive education.

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