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READY FOR INCLUSIVE EDUCATION? ETHNOGRAPHIC AND SURVEY PERSPECTIVES

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Kusá Z., Juščáková Z.
Sociológia (Sociology)
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2017
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vol. 49
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issue 3
310 – 337
EN
Endeavours to integrate children of different abilities in mainstream education have been present for more than two decades, but the principles of inclusive education have gained legislative support only recently. This paper is an attempt to contribute to an understanding of day-to-day interaction among pupils and their classmates with special educational needs and to examine conditions that might have an impact on an inclusive atmosphere in the class. The paper is based on findings from a representative survey of inclusive attitudes of fifth graders and ethnographic observation in the subsample of classes covered by the survey. The paper begins by outlining its theoretical framework, which suggests the relevance of classic sociological ideas about the role of schools in promoting societal peace and solidarity and presents a theoretical reflection on inclusive education policies. The paper then introduces its methodology and the results of two interconnected research projects – the representative survey of pupils’ inclusive attitudes and the ethnography of daily life in regular school classes with integrated children who have special educational needs. The results of both projects are mutually supporting and show rather lukewarm attitudes towards classmates with SEN, who are often isolated and sometimes openly brushed aside. Finally, the authors try to elucidate why cultivating friendly and inclusive interactions among children has held a marginal place in teachers’ work.
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EXAMINING THE LEGISLATIVE AND INSTITUTIONAL FRAMEWORK FOR SPECIAL UNITS IN CYPRUS

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Charalampous C., Papademetriou C.
Pedagogický časopis (Journal of Pedagogy)
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2021
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vol. 12
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issue 2
5 – 29
EN
This paper aims at examining the institutional framework within which Special Units (SUs) in Cypriot secondary education operate. The establishment of SU targets to facilitate the education of pupils defined as having special educational needs (SEN) in mainstream schools, and their operation is governed by the 1999 law and subsequent amending acts and circulars. Neither the operation of the SUs and the institutional framework that guides their operation has yet been investigated. The main aim of our research was to investigate teachers’ and parents’ views of the way in which SUs function, as well as their opinions of the legislative sections relating to the special units. This process led to the creation of a critical approach called the Institutional Framework for Special Units in Cyprus. Lastly, the participants were asked to propose ways in which the SUs could operate an inclusive environment. This paper presents qualitative research conducted in three secondary schools in Cyprus. Our sample consisted of 52 participants (heads, special education associate administrators, assistant heads, teachers, parents) over a five month timespan (September 2017-February 2018). The results lead to the conclusion that immediate action for further improvement and change is imperative, primarily for the benefit of pupils defined as having SEN.
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WHEN POLICY CLASHES WITH PRACTICE: THE CASE OF TEACHING ASSISTANTS IN THE CZECH REPUBLIC

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Slezáková K., Kissová L., Felcmanová L.
Pedagogický časopis (Journal of Pedagogy)
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2022
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vol. 13
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issue 2
77 – 103
EN
Since the mid-2010s, Czech Republic has been implementing inclusive education measures on a wide scale. Five stages of supportive measures have been introduced, including the assignment of teaching assistants (TAs) for students with special educational needs. In the four years since the main reform, the assignment of TAs has become the most implemented supportive measure, even as their role in promoting inclusive education has been questioned in the scholarly literature. We base our findings on empirical research in primary schools and relevant policy documents. This paper focuses on the clashes between policy intentions and the practice of incorporating TAs into classrooms. We organise the findings into four categories of policy/practice conflicts: (1) ambiguous TA job descriptions; (2) insufficient TA qualifications; (3) combined TA contracts due to lack of funding; and (4) inconsistencies in TA appointments. Our findings suggest that, in practice, policy-regulated measures often do not correspond to the actual needs of schools.
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IMPLEMENTATION OF THE LEGAL FRAMEWORK FOR INCLUSIVE EDUCATION IN PORTUGAL (DECREE-LAW 54/2018) – A QUALITATIVE ASSESSMENT BY PRIMARY AND SECONDARY SCHOOL TEACHERS

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Ferreira M., Reis-Jorge J.
Pedagogický časopis (Journal of Pedagogy)
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2022
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vol. 13
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issue 2
55 – 76
EN
Successful inclusive education requires school transformations and changes to the education system. In Portugal new legislation passed in 2018 (Decree-law 54/2018) brought a new perspective in inclusive education for all educational agents. Three years later, it is essential that the legislation is evaluated by the teachers implementing it. Forty-three primary and secondary school teachers and two coordinators of multidisciplinary teams providing inclusive education support were the participants of our study. The data collection instruments were a questionnaire and interviews. This study values the participants’ narratives, highlighting the new concepts and attitudes required for the implementation of the new inclusive education legal framework in Portugal. The results of the thematic analysis were organized around four key themes: 1. Theoretical representations; 2. Practices; 3. Challenges; and 4. Training. It is also worth noting the notions of collaborative work, the need for reflective teachers and the development of learning communities to support the implementation of the new legislation.
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