NEW PEDAGOGY IN THE CASE OF INCLUSIVE TEACHING. IS IT TIME TO END SEGREGATION OF SPECIAL EDUCATION STUDENTS?
NEW PEDAGOGY IN THE CASE OF INCLUSIVE TEACHING. IS IT TIME TO END SEGREGATION OF SPECIAL EDUCATION STUDENTS?

Author(s): Janez Drobnič
Subject(s): Social Sciences, Education, Inclusive Education / Inclusion, Pedagogy
Published by: Editura Eikon
Keywords: diversity; inclusion; inclusive pedagogy; special pedagogy; students with special needs; teaching strategies;
Summary/Abstract: With the international moves towards more inclusion in education, there has been a demand for including teaching practice. Students with disabilities come together in a common class, fundamental division between special and normal schools, and thus the "normal" and the "special children" becomes irrelevant, so we face new categories and entities that follow an inclusive paradigm. This includes a common school space, diversity instead of difference, inclusion, educational assistance, and the like. This raises the issues and challenges for educators on how to manage the processes of teaching and learning, how to introduce new teaching strategies, use of the greater diversity of methods and tools, since a rich spectrum of student’s qualities and their needs is being established in a classroom. And it is a concrete question about what pedagogic approaches are useful for students with disabilities and difficulties in ordinary classes and whether there is a special pedagogy. Teaching approaches associated with special areas of special education needs in the classroom with different pupils are not directly transferable and usable, so we need to find approaches to be used for all students in “inclusive learning-friendly classroom”. Is it maybe the answer in inclusive pedagogy, a multidimensional inclusive/teaching/pedagogy that means different things to different users?

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