The analysis of discourses and paradigms in the realisation of integration and inclusion tendencies in school systems
Dr. Irena Lesar

Summary:  The purpose of the article is to determine the impact of conceptualisation and formalisation of education provided to the disabled on the realisation of inclusion ideas in education. It is very helpful to be familiar with the discourses that have developed in the field of separated schooling (medical discourse, laic discourse, discourses of pity and rights), as well as with the basic paradigms of individual scientific disciplines (psycho-medical, sociological and organisational paradigms), governing the field of education in one or another way. The confrontation of the discourse, paradigmatic and sociological aspects provides an interesting insight into the complexity and diversity of defi ning education, as all these aspects strongly influence the search for the solutions for ’otherness’ of pupils in education institutions. Knowing the discourses in the background of specifi c manner of achieving inclusion in education, i.e. in the stimulation of social and academic participation, and the experiencing of acceptance and successfulness of pupils, does not only allow one to understand why expert solutions differ significantly, but also why different school systems focus on different groups of marginalised pupils when trying to establish inclusion-oriented schools.

* Full article is only available in Slovenian language.
Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.