For a pedagogy of inclusion. A brief overview of the current research on inclusive education

• Author: Ecaterina Vrasmas
• Position: University of Bucharest
• Pages: 31-44

Bulletin of the Transilvania University of Braşo v

Series VII: Social Sciences • Law • Vol. 11 (60) No. 2 - 2018

FOR A PEDAGOGY OF INCLUSION. A BRIEF

OVERVIEW OF THE CURRENT RESEARCH

ON INCLUSIVE EDUCATION

Ecaterina VRĂȘMAȘ1

Abstract: Research on inclusive education began in 1990 and involved

various organizations and professionals. Researchers looked at inclusive

education as a complex and controversial concept, a direction of change for

the educational systems. This study presents a synthesis of the research on

inclusive education covering three periods. The first studies have analyzed

which place is better for schooling of children with disabilities (the question

where?). In the second period, the preoccupation was to find ways for

teaching all children together (the question how?). Nowadays researchers

are looking more for individual solutions and new pedagogical perspectives

to understand children learning in order to suggest new changes. More

recently the need for constructing a pedagogy of inclusion appeared:

multidisciplinary, non-categorical, and based on individual support and

cooperation and providing effective learning environments for all.

Key words: research, inclusive education, pedagogy of inclusion.

1. Introduction

Inclusive education has concerned schools and educational systems in the last decade

of the last century, both in Europe and in the United States of America. The first

attempts were made to change the special education to meet the needs of the children

with disabilities. The more recent studies highlight that it is time for inclusive education

to be no longer considered just a problem to be solved for the special schools and,

respectively, for the optimum integration of the children with disabilities or other

special education needs, but rather a challenge - problem for all schools reaching out all

students (Ferguson, 2008). This is perceived as a GOAL, a continuous improving PROCESS

of education institution or as a set of practices for learning and maximizing the potential

of all students (UNESCO, 2008).

This study aims to make a synthetic international overview of the concerns of

researchers in the area, and to highlight the current directions and trends. The research

and studies, briefly presented here, reflect both the European vision on inclusive

education and the vision in the USA and Canada. Desktop analysis of the research and

1 University of Bucharest, ecaterinvr@yahoo.com