Page 193 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 193
Curricular opportunities for teaching
about disability in Hungarian
public education
Nikoletta Gulya
Social inclusion and the active participation of all members of the society
are vital for practising human rights and promoting human dignity. Now-
adays, the concept of accepting diversity plays an important role in social
policy.
Inclusion was a dominant topic of discussion during the last decades
of the twentieth century and the first part of the twenty-first century. In
1994 at Salamanca World Conference on Special Needs Education 25 in-
ternational organisations and 92 governments developed a »statement that
called for inclusion to become quite simply the norm« (Clough, 1998: 2). A
review of the last two decades of literature shows, that inclusion has be-
come an important part of educational thinking (Allen, 2008), gained high
status and acquired international currency (Hodkinson, Ghajarieh, & Sa-
lami, 2018).
Inclusion could be a great benefit to disabled students as they have an
opportunity to spend most of their time being schooled with their typically
developing peers. It also can promote greater social acceptance of difference
and impairment. However, evidence consistently shows that being placed
in mainstream educational settings does not guarantee that disabled chil-
dren will be accepted, evaluated and integrated into the classroom (Lind-
say & McPherson, 2012; Martinez & Carspecken, 2007; Schiemer, 2017).
Researchers have found, however, that despite having several possibilities
during the day to interact with their peers with disabilities, able-bodied
193
about disability in Hungarian
public education
Nikoletta Gulya
Social inclusion and the active participation of all members of the society
are vital for practising human rights and promoting human dignity. Now-
adays, the concept of accepting diversity plays an important role in social
policy.
Inclusion was a dominant topic of discussion during the last decades
of the twentieth century and the first part of the twenty-first century. In
1994 at Salamanca World Conference on Special Needs Education 25 in-
ternational organisations and 92 governments developed a »statement that
called for inclusion to become quite simply the norm« (Clough, 1998: 2). A
review of the last two decades of literature shows, that inclusion has be-
come an important part of educational thinking (Allen, 2008), gained high
status and acquired international currency (Hodkinson, Ghajarieh, & Sa-
lami, 2018).
Inclusion could be a great benefit to disabled students as they have an
opportunity to spend most of their time being schooled with their typically
developing peers. It also can promote greater social acceptance of difference
and impairment. However, evidence consistently shows that being placed
in mainstream educational settings does not guarantee that disabled chil-
dren will be accepted, evaluated and integrated into the classroom (Lind-
say & McPherson, 2012; Martinez & Carspecken, 2007; Schiemer, 2017).
Researchers have found, however, that despite having several possibilities
during the day to interact with their peers with disabilities, able-bodied
193
