Bērnu ar speciālām un īpašām vajadzībām iekļaujošās izglītības vēsturiskā attīstība

Abstract

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.