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Social Representations of Inclusive School from the Point of View of Slovak Education Actors

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Sabo R., Šukolová D., Vaníková T., Vančíková K.
The New Educational Review
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2018
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vol. 54
247-257
EN
The aim of the study was to identify social representations of inclusive school from the point of view of Slovak education actors. Q-methodology (Stephenson, 1953) was used for the purpose of mapping. A set of 57 items was compiled, representatively representing associations with the meaning “inclusive school”. The items were sorted by 32 participants aged from 25 to 58. Five significant factors were identified, which represented various inclusive school representations linked to: 1) tradition of integration, 2) institutional processes of education quality assurance, 3) priority in declaration of pro-inclusive setting, 4) community co-existence, and 5) needs of a modern society. Preliminary interpretation of the representations from the viewpoint of participants’ additional characteristics is described in the discussion.
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Grasping the Concept of Inclusive School in Slovakia and England - Q Study

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Vančíková K., Porubský Š., Šukolová D., Sabo R., Vaníková T.
The New Educational Review
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2021
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vol. 66
159-169
EN
The aim of the study was to identify how education actors of two historically and culturally different countries - Slovakia and England - thought about the concept ’inclusive school’. The Q-methodology was used for this purpose, yielding 7 descriptions of inclusive school. The results indicated two facts: 1) there is a jointly shared semantic field that can be interpreted as a consequence of globalization trends in education, and 2) perceptions of inclusive education are influenced by the history of educational systems in the countries studied. Research findings confirm that despite a certain convergence trend, a local discourse still remains the crucial determining factor of the conceptual grasp of this issue.
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