Abstract
The purpose of this article is to examine the factors that affect the inclusion of pupils in programmes for children with special needs from the perspective of the theory of recognition. The concept of recognition, which includes three aspects of social justice (economic, cultural and political), argues that the institutional arrangements that prevent ‘parity of participation’ in the school social life of the children with special needs are affected not only by economic distribution but also by the patterns of cultural values. A review of the literature shows that the arrangements of education of children with special needs are influenced primarily by the patterns of cultural values of capability and inferiority, as well as stereotypical images of children with special needs. Due to the significant emphasis on learning skills for academic knowledge and grades, less attention is dedicated to factors of recognition and representational character, making it impossible to improve some meaningful elements of inclusion. Any participation of pupils in activities, the voices of the children, visibility of the children due to achievements and the problems of arbitrariness in determining boundaries between programmes are some such elements. Moreover, aided by theories, the actions that could contribute to better inclusion are reviewed. An effective approach to changes would be the creation of transformative conditions for the recognition and balancing of redistribution, recognition, and representation.
Highlights
Slovenia is included in European and global processes of inclusion
The formal framework for the inclusion of children with special educational needs in primary school was given with the Placement of Children with Special Needs Act / ZUOPP / (2000)
We often witness arrangements of the schooling and treatment of children with special needs in which they are prevented from full participation in the life of class and school, and they are not sufficiently academically successful, are not accepted and cannot make decisions; we have established that these arrangements are influenced by patterns of cultural values, including in Slovenia
Summary
The purpose of this article is to examine the factors that affect the inclusion of pupils in programmes for children with special needs from the perspective of the theory of recognition. The concept of recognition, which includes three aspects of social justice (economic, cultural and political), argues that the institutional arrangements that prevent ‘parity of participation’ in the school social life of the children with special needs are affected by economic distribution and by the patterns of cultural values. Due to the significant emphasis on learning skills for academic knowledge and grades, less attention is dedicated to factors of recognition and representational character, making it impossible to improve some meaningful elements of inclusion.
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