Nadiia Horishna


Currently, there is no unified approach to understanding inclusive education both at the level of individual countries and on a global scale, which significantly hinders progress in its implementation. The purpose of the article is to analyze the development of approaches to understanding the concept of inclusive education in philosophical and educational concepts and modern scientific discourse. Using general scientific research methods of analysis, it was found that positivism, critical theory and post-modernism had the greatest influence on the development of research in the field of inclusion. For a long period of time, the dominant discourse in the understanding and attitude to persons with disabilities was positivism, from the positions of which it was believed that the education of children with disabilities is most effectively carried out through the special education system. The medical model of educational services provision for the persons with disabilities was based on the conservative epistemology of positivism. The development of an inclusive approach is associated with the ideology of post-modernism, the main provisions of which are based on the concept of human rights and freedoms, ideas of social justice and equal opportunities. At first, the understanding of inclusive education was related to the realization of the right to education of persons with disabilities. Gradually, broader approaches to its interpretation have developed, according to which the goal of inclusive education is seen as ensuring the participation of all citizens, not only those with special educational needs, in the educational process and in society as a whole; access to education and social equality in the process of obtaining it; obtaining a quality education.


inclusion; inclusive education; special educational needs; positivism; critical theory; postmodernism.


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