Bērnu ar speciālām un īpašām vajadzībām iekļaujošās izglītības vēsturiskā attīstība
Author
Nīmante, Dita
Co-author
Latvijas Universitāte. Pedagoģijas, psiholoģijas un mākslas fakultāte
Advisor
Maslo, Irina
Date
2008Metadata
Show full item recordAbstract
Latvijai 1991. gada atgustot neatkaribu, viens no visaktualakajiem jautajumiem kluva
bernu ar specialam un ipašam vajadzibam vienlidzigas tiesibas iegut izglitibu, ka ari
izglitibas pieejamiba visparejas izglitibas sistemas un visparizglitojošas skolas
konteksta.
Lai gan Latvija integracijas un ieklaujošas izglitibas procesu attistiba kopš 20.
gadsimta devindesmito gadu sakuma ir notikusi salidzinoši strauji, notiekošie procesi
izglitiba pec savas butibas lineara griezuma škiet pozitivi un uz attistibu orienteti,
bernu ar specialam un ipašam vajadzibam tiesibas uz izglitibu un ieklaušanos
visparizglitojošaja skola orientejoši, tie nav viennozimigi, ka ari atklaj zinamu
pretrunu. Pretruna veidojas starp nosaciti politiski apsolito (Latvijas valstij
pievienojoties daudzveidigam starptautiskam deklaracijam un citiem starptautiskiem
dokumentiem) virzibu uz ieklaujošu vienotu sabiedribu un izglitibu, kas pieejama
visiem Latvija no vienas puses un visparejas izglitibas un visparizglitojošas skolas
praksi no otras puses, kur joprojam problematiska ir bernu ar specialam un ipašam
vajadzibam izglitošanas vajadzibu nodrošinašana, lidz ar to ari izglitibas pieejamiba
un ieklaujošas izglitibas istenošana prakse.
Savukart ne viennozimigumu no vienas puses veido Latvijas no citam valstim
atškiriga sociala situacija, kas sevi ietver ka notiekošo procesu izpratni, ta piedavatas
un istenotas iespejas berniem ar specialam un ipašam vajadzibam izglitoties. No otras
puses – vesturiska attistiba, ta ka katras valsts ieklaujošas izglitibas process un
izpratnes attistiba vesturiski ari ir bijusi atškiriga – kaut vai taja, kada gadsimtu gaita
katra valsti ir bijusi attieksme pret berniem ar specialam vajadzibam.
Doktora darba ir izpetita bernu ar specialam un ipašam vajadzibam ieklaujošas
izglitibas izpratne dažados vesturiskos periodos un ir noteiktas likumsakaribas un
nosacijumu kopa, kas paplašina šo bernu ieklaušanas iespejas vispareja izglitibas
sistema un visparizglitojoša skola Latvija. After Latvia regained independence in 1991 one of the most topical problem in
education has became children’s with special and exceptional needs equal rights and
accessibility in education system. The development of the processes of integration and
inclusive education has advanced relatively rapidly since. Although the processes
taking place in education concerning the rights of children with special and
exceptional needs (terminology used in Latvia) and their possibilities in education
system in Latvia into essence in linear section seem positive and oriented towards
development, they are not unambiguous; they also reveal a certain contradiction
between the relatively politically advanced move towards inclusive common society
and education, which is accessible to all in Latvia, on the one hand, and the practice
of general education and general comprehensive school, on the other hand, where it is
still problematic to ensure the educational needs of the children with special and
exceptional needs, thus also the accessibility of education and implementation of
inclusive education in practice. Doctoral paper analyzes and defines the regularities
and the set of pedagogical and social conditions, which broaden the possibilities for
including these children in Latvia’s comprehensive education and comprehensive
school. The empirical study program is based on the historically revealed regularities
(as a common research paradigm) for insuring inclusion of children with special and
exceptional needs into education system.