Nelis Pille, Pedaste Margus, Šuman Carolina
Institute of Education, University of Tartu, Tartu, Estonia.
Front Psychol. 2023 Jul 21;14:1120735. doi: 10.3389/fpsyg.2023.1120735. eCollection 2023.
Despite the development of policies and research supporting it, inclusion remains a challenge in contemporary education. We have developed a theoretical model for implementing inclusive education, thereby supporting early childhood education quality. It is necessary to establish the applicability of this model in order to apply it to improve the practices for adopting inclusive education. We conducted a case study, which showed that all levels and key characteristics of the theoretical model were also relevant in practice. However, as a result of the case study, the features describing the key characteristics were modified compared with the initial model. Additionally, the case study revealed that some of the features did not appear in practice. Those undetected features were mostly related to understanding the concept of inclusive education and the philosophy of inclusion. There appeared a need for a clearer understanding of inclusion on both the institutional and state level. The implementation of inclusive education does not in itself always increase inclusion or reduce exclusion. Therefore, when implementing inclusive education, it is necessary to think carefully about what is being done to allow all children to be meaningfully involved in the same classroom and by their teachers.
尽管有支持融合教育的政策和研究不断发展，但在当代教育中，融合仍然是一项挑战。我们开发了一个实施融合教育的理论模型，以此来提升幼儿教育质量。为了将该模型应用于改进采用融合教育的实践，有必要确定其适用性。我们进行了一项案例研究，结果表明该理论模型的所有层面和关键特征在实践中也都具有相关性。然而，作为案例研究的结果，与初始模型相比，描述关键特征的特性有所修改。此外，案例研究还发现，有些特性在实践中并未出现。那些未被发现的特性大多与对融合教育概念和融合理念的理解有关。在机构和国家层面都出现了更清晰地理解融合教育的需求。融合教育的实施本身并不总能增加融合或减少排斥。因此，在实施融合教育时，有必要仔细思考正在采取哪些措施，以使所有儿童都能有意义地融入同一课堂并得到教师的关注。
