Recognition in Programmes for Children with Special Needs

  • Marjeta Šmid
Keywords: recognition, patterns of cultural values, children with special needs, inclusion

Abstract

The purpose of this article is to examine the factors that affect the inclusion of pupils in programmes for children with special needs from the perspective of the theory of recognition. The concept of recognition, which includes three aspects of social justice (economic, cultural and political), argues that the institutional arrangements that prevent ‘parity of participation’ in the school social life of the children with special needs are affected not only by economic distribution but also by the patterns of cultural values. A review of the literature shows that the arrangements of education of children with special needs are influenced primarily by the patterns of cultural values of capability and inferiority, as well as stereotypical images of children with special needs. Due to the significant emphasis on learning skills for academic knowledge and grades, less attention is dedicated to factors of recognition and representational character, making it impossible to improve some meaningful elements of inclusion. Any participation of pupils in activities, the voices of the children, visibility of the children due to achievements and the problems of arbitrariness in determining boundaries between programmes are some such elements. Moreover, aided by theories, the actions that could contribute to better inclusion are reviewed. An effective approach to changes would be the creation of transformative conditions for the recognition and balancing of redistribution, recognition, and representation.

Downloads

Download data is not yet available.

References

Anastasiou, D., & Kauffman, J. M. (2011). A social constructionist approach to disability: Implications for special education. Exceptional Children, 77(3), 367-384.

Anderson, E. (2008). Affirmative Action and Fraser’s Redistribution-Recognition Dilemma. In K. Olson (Ed.), Adding insult to injury: Nancy Fraser debates her critics (pp. 164-175). London: Verso.

Armstrong, D., Armstrong, A., & Spandagou I. (2011). Inclusion: by choice or by chance?. International Journal of Inclusive Education, 15(1), 29-39. doi:10.1080/13603116.2010.496192

Artiles, A. J., Bal, A., & Thorius, K. (2010). Back to the Future: A Critique of Response to Intervention’s Social Justice Views. Theory Into Practice, 49(4), 250-257.

Artiles, A. J., Harris-Murri, N., & Rostenberg, D. (2006). Inclusion as Social Justice: Critical Notes on Discourses, Assumptions, and the Road Ahead. Theory Into Practice, 45(3), 260-268.

Artiles, A. J., Kozleski, E. B., Dorn, S., & Christensen, C. (2006). Learning in Inclusive Education Research: Re-Mediating Theory and Methods With a Transformative Agenda. Review of Research in Education, 30(Special edition), 65-108.

Batistič Zorec, M. (2010). Participacija otrok v slovenskih vrtcih z vidika stališč in izkušenj vzgojiteljev. [Participation of children in Slovene kinderegartens from teachers’ point of view and
experiences ] In T. Devjak, M. Batistič Zorec, J. Vogrinc, D. Skubic, & S. Berčnik (Eds.), Pedagoški koncept Reggio Emilia in kurilulum za vrtce: podobnosti v različnosti (pp. 77-85). Ljubljana: Faculty of Education, University of Ljubljana.

Bingham, C. (2006). Before Recognition and after: The Education Critique. Educational Theory, 56(3), 325-344.

Brenčič, I. (2011). Vedenjske značilnost učencev s posebnimi potrebami [Behavioral characteristics of children with special needs in primary school](Master’s thesis). Ljubljana: Faculty of Education University of Ljubljana.

Convention on the Rights of the Child (1989). Retrieved 01.02.2012 from http://www.varuh-rs.si/pravni-okvir-in-pristojnosti/mednarodni-pravni-akti-s-podrocja-clovekovih-pravic/organizacijazdruzenih-narodov/konvencija-o-otrokovih-pravicah-ozn/.

Convention on the Rights of Persons with Disabilities (2006). Retrieved 17.11.2015 from http://www.mddsz.gov.si/fileadmin/mddsz.gov.si/pageuploads/dokumenti__pdf/konvencija_o_pravicah_invalidov_an.pdf.

Čačinovič Vogrinčič, G. (2013). Spoštovanje otroštva. [Respecting childhood] In T. Kodele, & N. Mešl (Eds.), Otrokov glas v procesu učenja in pomoči. priročnik za vrtce, šole in starše [Child’s voice in the learning process and help. Manual for kindergartens, schools and parents] (pp. 11-40). Ljubljana: National Education Institute.

Čagran, B., & Schmidt, M. (2011). Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school. Educational Studies, 37(2), 171-195. doi:10.1080/03055698.2010.506319

Danermark, B., & Coniavitis Gellerstedt L. (2004). Social justice: redistribution and recognition-a non-reductionist perspective on disability. Disability & Society, 19(4), 339-353.

De Boer, A., Pijl, S., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3), 331-353. doi:10.1080/13603110903030089

De Silva, N. L. (2013). Inclusive Pedagogy in Light of Social Justice. Special Educational Rights and Inclusive Classrooms: on whose terms? A Field Study in Stockholm Suburbs. European Journal of Education, 48(3), 419-435. doi:10.1111/ejed.12032

Estell, D. B., Jones, M. H., Pearl, R., van Acker, R., Farmer, T. W., & Rodkin, P. C. (2008). Peer Groups, Popularity, and Social Preference Trajectories of Social Functioning Among Students With
and Without Learning Disabilities. Journal of Learning Disabilities, 41(1), 5-14.

Fraser, N. (1997). From Redistribution to Recognition? Dilemmas of Justice in a “Postsocialist” Age. In N. Fraser (Ed.), Justice Interruptus: Critical Reflections on the ‘Postsocialist’ Condition (pp. 1-21). New York: Routledge. Retrieved 07.04.2010 from http://ethicalpolitics.org/blackwood/fraser.htm.

Fraser, N. (2000). Rethinking recognition. New Left Review (3), 107-120.

Fraser, N. (2003). Distorted Beyond All Recognition: A Rejoinder to Axel Honneth. In N. Fraser, & A. Honnet (Eds.), Redistribution or Recognition? A Political-Philosophical Exchange (pp. 198-236). London, New York: Verso.

Fraser, N. (2003a). Social Justice in the Age of Identitiy Politics: Redistribution, Recognition, and Participation. In N. Fraser, & A. Honnet, (Eds.), Redistribution or Recognition? A Political-
Philosophical Exchange (pp. 7-109). London, New York: Verso.

Galeotti, A. E. (2009). Toleranca: pluralistični predlog. [Tolerance: pluralistic proposal] Ljubljana: Krtina.

Higgins, N., MacArthur, J., & Kelly, B. (2009). Including disabled children at school: is it really as simple as ‘a, c, d’?. International Journal of Inclusive Education, 13(5), 471-487.

Hočevar, A. (2010). Poročilo z okrogle mize o Delovni verziji osnutka predloga zakona o usmerjanju otrok s posebnimi potrebami [A report on the Panel Discussion on the Working Draft proposal for the placement of Children with Special Needs act]. Sodobna pedagogika, 61(1), 296-298.

Honneth, A. (2003a). The Point of Recognition: A Rejoinder to the Rejoinder. In N. Fraser, & A. Honnet (Eds.), Redistribution or Recognition? A Political-Philosophical Exchange (pp. 237-256).
London, New York: Verso.

Honneth, A. (2003b). Redistribution as Recognition: A Response to Nancy Fraser. In N. Fraser, & A. Honnet (Eds.), Redistribution or Recognition? A Political-Philosophical Exchange (pp. 110-197). London, New York: Verso.

Juriševič, M. (2011). Socialna vključenost nadarjenih učencev. [Social inclusion of gifted pupils] In B. Borota, M. Cotič, D. Hozjan, & L. Zenja (Eds.), Social Cohesion in Education (pp. 289-304). Horlivka: Ministry for Education and Science of Ukraine, Horlivka State Pedagogical Institute for Foreign Languages.

Kavkler, M., Košak Babuder, M., & Magajna, L. (2015). Inclusive Education for Children with Specific Learning Difficulties: Analysis of Opportunities and Barriers in Inclusive Education in Slovenia. CEPS Journal, 5(1), 31-52.

Keddie, A. (2012). Schooling and social justice the lenses of Nancy Fraser. Critical Studies in Education, 53(3), 263-279.

Kellner, R., Houghton, S., & Douglas, G. (2003). Peer-Related Personal Experiences of Children with Attention-Deficit / Hyperactivity Disorder With and Without Comorbid Learning Disabilities. International Journal of Disability, Development & Education, 50(2), 11-136.

Kodele, T., & Lesar, I. (2015). Ali formalni in strokovni dokumenti s področja šolstva spodbujajo participacijo učencev. [Do formal and professional documents in the field of education promote pupil participation?] Sodobna pedagogika, 66(3), 36-51.

Kogovšek, D., Ozbič, M., & Košir, S. (2009). Inkluzivna praksa gluhih/naglušnih oseb v vzgojnoizobraževalnem sistemu Republike Slovenije. [Inclusive practice of deaf and hard of hearng children in Slovenian inclusive practice of deaf and hard of hearing children in Slovenia] Sodobna pedagogika, 60(1), 392-409.

Končar, M., & Lakič, M. (2004). Vzroki stresa pri učencih z lažjimi motnjami v duševnem razvoju. [Causes of stress in students with a mild disorder in mental development] Defectologica Slovenica - Specialna in rehabilitacijska pedagogika, 12(1), 7-19.

Koren, A., MacBeath, J. E. C., & Lepičnik-Vodopivec, J. (2011). Učenje učenja: delavnica 1. Učno gradivo. [Learnig to learn: Workshop 1. Learning material] Kranj: Šola za ravnatelje.

Koster, M., Nakken, H., Pijl, S., & van Houten, E. (2009). Being part of the peer group: a literature study focusing on the social dimension of inclusion in education. International Journal Of Inclusive Education, 13(2), 117-140. doi:10.1080/13603110701284680

Košir, S. (2008). Učenci s posebnimi potrebami v zunanjem preverjanju znanja. [Students with special needs in the external assessment of knowledge.] Defectologica Slovenica - Specialna in
rehabilitacijska pedagogika, 16(3), 61-69.

Kovšca, A. (2014). Svetovalna storitev v Zakonu o usmerjanju otrok s posebnimi potrebami ter razlogi za njeno uvedbo. [Advisory services in the Placement of Children with special needs Act and the reason for its introduction] Šolsko svetovalno delo. Revija za svetovalne delavce v vrtcih, šolah in domovih, 13(1/2), 13-17.

Krek, J., & Metljak M. (Eds.) (2011). Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji 2011 [The White paper on education in Slovenia.]. Ljubljana: Educational Research Institute.
Kroflič, R. (2010a). Pripoznanje drugega kot drugačnega - element pravične obravnave marginaliziranih oseb in otrokovih pravic. [Recognition of Other as different: element of fair
treatment of marginalized people and rights of the child.] In N. Ličen (Ed.), Kulture v dialogu (pp. 7-12). Ljubljana: Znanstvena založba Filozofske fakultete.

Kroflič, R. (2010b). Etična in politična dimenzija projekta Reggio Emillia. [Ethical and political dimension of the project Reggio Emilia.] In T. Devjak, M. Batistič Zorec, J. Vogrinc, D. Skubic, &
S. Berčnik (Eds.), Pedagoški koncept Reggio Emilia in kurikulum za vrtce: podobnosti v različnosti [Educational concept of Reggio Emilia and kindergarten curriculum: similarity in diversity] (pp. 11-66). Ljubljana: Faculty of Education, University of Ljubljana.

Lesar, I. (2008). Analiza diskurzov in paradigem pri uresničevanju integracijskih in inkluzivnih teženj v šolskih sistemih. [The analysis of discourses and paradigms in the realisation of integration and inclusion tendencies in school systems.] Sodobna pedagogika, 59(3), 90-109.

Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1-24.

Lingard, B. (2007). Pedagogies of indifference. International Journal of Inclusive Education, 11(3), 245-266.

McOuat R. C. (2011). Inclusion: Classroom Teachers’ Perspectives and Experiences in a Bourdieusian Framework (Doctoral thesis). Chapel Hill: University of North Carolina.

Meadan, H., & Monda-Amaya, L. (2008). Collaboration to Promote Social Competence for Students With Mild Disabilities in the General Classroom: A Structure for Providing Social Support.
Intervention in School & Clinic, 43(3), 158-167.

Novljan, E. (2005). Dobra je odgovorna inkluzija. [Good is responsible inclusion.] Defectologica Slovenica - Specialna in rehabilitacijska pedagogika, vol. 13(3), 55-70.

Nacionalno preverjanje znanja. Letno poročilo o izvedbi v šolskem letu 2013/14 (2014). [National assessment of knowledge. Annuar report on implementation in school year 2013/14]. Ljubljana: Republiški izpitni center (RIC). Retrieved 6.10.2015 from http://www.ric.si/mma/Letno%20porocilo%20NPZ%202014%20dokoncno%202/2014121113504097/.

Olli, J., Vehkakoski, T., & Salanterä S. (2012). Facilitating and hindering factors in the realization of disabled children’s agency in institutional contexts: literature review. Disability & Society, 27(6), 793-807.

Olson, K. (2008). Participatory parity and democratic justice. In K. Olson (Ed.), Adding insult to injury: Nancy Fraser debates her critics (pp. 246-272). London: Verso.

Opara, B., Barle Lakota, A., Globačnik, B., Kobal Grum, D., Košir, Macedoni Lukšič, M., et al. (2010). Analiza vzgoje in izobraževanja otrok s posebnimi potrebami v Sloveniji. [Analysis of education of children with special needs in Slovenia.] Ljubljana: JRZ Educational Research Institute. Retrieved 11.04.2012 from http://www.google.si/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCgQFjAA&url=http%3A%2F%2Fwww.mizs.gov.si%2Ffileadmin%2Fmizs.gov.si%2Fpageuploads%2Fpodrocje%2Fposebne_potrebe%2FGradivo_Analiza_vzgoje_in_izobrazevanja_OPP_v_Sloveniji. doc&ei=SEP9UajwNs3AtAayhoHICA&usg=AFQjCNHT047MJZp6hqGwYC7GU_bB4f-_Dg&bvm=bv.50165853,d.Yms.

O’Rourke, J., & Houghton, S. (2006). Students with mild disabilities in regular classrooms: The development and utility of the Student Perceptions of Classroom Support scale. Journal of Intellectual & Developmental Disability, 31(4), 232-242.

Ozbič, M., & Žolgar Jerković, I. (2007). Nekritična prepričanja in napačne predstave o osebah z motnjo sluha bodočih učiteljic. [Mistanken beliefs and misconceptions of future teachers about
hard-of-hearing people.] In T. Devjak, & P. Zgaga (Eds.), Prispevki k posodobitvi pedagoških študijskih programov II [Contributions to Modernization of Educational Studies Programmes] (pp. 246-268). Ljubljana: Faculty of Education, University of Ljubljana.

Posebni program vzgoje in izobraževanja (2014) [Special programme.] Uradni list RS No. 15/2014. Retrieved 06.10.2015 from http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/podrocje/posebne_potrebe/programi/posebni_program/Posebni_program_vzgoje_in_izob.pdf.

Prah, A. (2011). Socialne spretnosti učencev s primanjkljaji na posameznih področjih učenja v osnovni šoli (Magistrska naloga). [Social skills of pupils with learning difficulties in primary school] (Master’s thesis). Ljubljana: Faculty of Education, University of Ljubljana.

Pravilnik o normativih in standardih za izvajanje vzgojno izobraževalnih programov za otroke s posebnimi potrebami (2007, 2008, 2014) [Rules on norms and standards for the implementation of educational programmes for children with special needs]. Uradni list RS No. 59/2007, Uradni list RS No. 70/2008, Uradni list No. 56/2014.

Pravilnik o organizaciji in načinu dela komisij za usmerjanje otrok s posebnimi potrebami (2013) [Rules on the organization and working methods of commissions for the placement of children with special needs.] Uradni list RS No. 88/2013.

Pretnar, M. (2012). Medkulturna analiza stališč učiteljev do inkluzije otrok s posebnimi potrebami. (Doktorska disertacija). [Intercultural analysis of standpoints of teachers towards inclusion of children with special needs] (Doctoral thesis). Ljubljana: Faculty of Education, University of Ljubljana.

Prilagojeni izobraževalni program devetletne osnovne šole z nižjim izobrazbenim standardom (2003, 2013) [Adapted educational nine-year primary school programme with lower educational standards] Uradni list RS No. 100/2003, Uradni list RS No. 17/2013). Retrieved 06.10.2015 from http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/podrocje/posebne_potrebe/programi/PP_z_NIS.pdf.

Rinaldi, C. (2006). In Dialogue with Reggio Emilia. Listening, researching and learning. London, New Work: Routledge.

Robeyns, I. (2003). Is Nancy Fraser’s Critique of Theories of Distributive Justice Justified? Constellations: An International Journal Of Critical & Democratic Theory, 10(4), 538-553.

Rovšek, M. (2009). Stanje na področju vključevanja otrok z motnjami v duševnem razvoju v šolski sistem. Neustreznost usmerjanja in nekaj predlogov za ukrepanje. [Current situation regarding the enrolment of children with mental disabilities into the education system. The inadequacy of the sen refferral process and some suggestions for future action.] Sodobna pedagogika 60(1), 350-360.

Rovšek, M. (2013). Značilnosti usmerjanja otrok in mladostnikov z motnjami v duševnem razvoju. (Doktorska disertacija). [Characteristics ot the referral process of the children and adolescents with intellectual disabilities] (Doctoral thesis). Ljubljana: Faculty of Education, University of Ljubljana.

Rutar, S. (2011a). Razred in skupina otrok kot učeča se skupnost. [Classroom and group of children as a learning communitiy.] In B. Borota, M. Cotič, D. Hozjan, & L. Zenja (Eds.), Social Cohesion in Education (pp. 171-186). Horlivka: Ministry for Education and Science of Ukraine, Horlivka State Pedagogical Institute for Foreign Languages.

Rutar, S. (2011b). Oblikovanje skupnosti v vrtcih in šolah. [Creation of communities in kindergardens and schools.] In B. Borota, & D. Hozjan (Eds.), Strokovne podlage za oblikovanje socialne kohezivnost v vzgoji in izobraževanju. II. del izobraževanja [Professional basis for the creation of social cohesion in education. II part of education] (pp. 51-58). Koper: Faculty of Education, University of Primorska.

Schmidt, M., & Čagran, B. (2005). Razredna klima v inkluzivnem razredu. [Atmosphere in the class in inclusive classroom.] Sodobna pedagogika, 56(4), 252-267.

Smith, A. B. (2007). Children and Young People’s Participation Rights in Education. International Journal Of Children’s Rights, 15(1), 147-164. doi:10.1163/092755607X181739

Solveig Reindal, M. (2010). What is the purpose? Reflection on inclusion and special education from a capabilty perspective. European Journal of Special Needs Education, 25(1), 1-11.

Šoln Vrbinc, P., Jakič Brezočnik, J., & Arnuš Tabakovič, J. (2014). Novosti zakona o usmerjanju otrok s posebnimi potrebami (ZUOPP-1) [Novelties of the Placement of Children with Special Needs Act (ZUOPP-1)]. Šolsko svetovalno delo. Revija za svetovalne delavce v vrtcih, šolah in domovih, 13(1/2), 4-12.

Turnšek, N. (2008) Subjektivne teorije o otroštvu in vzgoji. [Subjecitve theories about childhod and education]. Ljubljana: Faculty of Education, University of Ljubljana.

Webster, A. A., & Carter, M. (2013). A descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings. Journal Of Intellectual & Developmental Disability, 38(1), 1-11. doi:10.3109/13668250.2012.743650.

West-Burnham, J. (2011). “Kje so meje? Izobraževanje, šola in skupnost.” [Where Are the Boundaries? Education, School and Community.] Vodenje v vzgoji in izobraževanju 9(2), 3-15.
Winkler, M. (2011). O identiteti in inkluziji. [On identity and inclusion.] Sodobna pedagogika, 62(3), 52-68.

Zakon o usmerjanju otrok s posebnimi potrebami /ZUOPP-1/ (2011, 2012). [Placement of Chidren with Special Needs Act]. Uradni list RS No. 58/2011, Uradni list RS No. 90/2012.

Zavod republike Slovenije za šolstvo (ZRSŠ) [National Education Institute Slovenia] (NEIS). (2015). Spodbudno učno okolje za zagotavljanje enakih možnosti za v vzgoji in izobraževanju. [Stimulating learning environment for ensuring equal oportunities in education.] Retrieved 17.12.2015 from http://www.zrss.si/projektiess/default.asp?pr=14.
Published
2016-09-30
How to Cite
Šmid, M. (2016). Recognition in Programmes for Children with Special Needs. Center for Educational Policy Studies Journal, 6(3), 117-140. https://doi.org/10.26529/cepsj.68