Inclusive Education:

Stages of Development
Lecture 1
 Period Stages Period of time Features of the stage
1
Formation of education in the IV-VI c. All free citizens have access to education.
Ancient World People with disabilities cause fear and
contempt in society
2
Development of general education VI-X cc. Society is in the process of accepting
school disabled people.
Some attempts to teach the disabled

3
Special education XI- XVII cc. The emergence of higher education. The
emergence of special education for persons
with hearing, vision, mental impairments

4.
Development of special education XVIII— XIX Development of the special education and
system cc. emergence of the first legal acts on the
training of persons with disabilities
5.
Development of integrated XX c. Development of integrated education.
education and transition to inclusive The number of students with various
education disabilities who study at schools is growing.
Transition to inclusive education

6.
Development of inclusive education XXI c. Development of inclusive education,
including e-learning education and distance
learning
 The main poles of civilization in the
ancient world
• Ancient Egypt

• Ancient Greece

• Ancient Rome
 The first period
• Aggressive and intolerant attitude towards
the disabled (ancient Egypt, Greece and
Rome), calling for their expulsion and
extermination from the society of “the
normal”
• Acceptance by society and the first attempts
to educate
• In ancient Rome, the head of the
family had every right to control
the lives of his children, and sick
newborns were often rejected,
killed, left alone.
Ex.: “We kill freaks and drown children who are born
frail and disfigured. We do this not because of anger
and annoyance, but guided by the rules of reason: to
separate the unworthy from the healthy ”

• The Romans often feared and

disliked the disabled, they bought
cripples in rich houses and
exhibited them like animals, for this
there were special markets in the
city.
Infanticide and Rearing Practices in
Ancient Greece
 The second period (VI-X centuries)
• During the Middle Ages, there is a
transition to a more humane attitude
and care for people with disabilities,
which is facilitated by the increasing
role of religion and the dominance
of church values, charters and rules
in the life of society.
• In the medieval period, instruction
was mainly conducted at large
monasteries by monks; the students
were taught theology, Latin, the
basics of law and history.
• Only the deaf could not comprehend
literacy, their renunciation for many
centuries delayed the development
of methods and approaches to their
teaching.
• All people are equal
The third period
• education of children with
psychophysical disabilities in
accordance with their capabilities
• education should be universal,
regardless of the gender of
children;
• the idea of complete harmony
with nature
• teaching at the beginning of study
should be conducted in the native
language.
• Jan Amos Komenskiy (1592-
1670)
• Wolfgang Rathke (1571-1635)
• Johann Pestalozzi (1746-1827)
• John Locke (1632-1704)
 The fourth period
• the development and priority
were given to the education
and upbringing of the blind
and visually impaired
• Denis Diderot (1713-1784)
• Valentin Gayu (1745-1822)
• the initial principles and
methods in typhlopedagogy
and opened the first schools
for the blind in France,
Germany and Russia in 1784-
1806
• The development of special
education
 Germany
• Education of sick
children was of great
social importance,
otherwise in the future
they could grow up
useless to society or
even dangerous,
marginal subjects
• labor skills
• For the first time in the
world, in 1920, a law
“On helping the lame”
appears in Germany The Beggars, by Pieter Bruegel (1568)
 France
• development of education for
the blind
• maintenance and charitable
assistance
• development of teaching
methods for the deaf
• creation of schools for deaf
began in 1770 with the opening
of the “Paris Institute for the
Deaf”
• first means for teaching the deaf
to speak
• Alexander Blanchet (1819-1867)
 Great Britain
• Children with special
educational needs were
educated in special
closed schools. At first
they were mainly private,
designed for a small
number of students from
wealthy families
• teachers with special
training
 Netherlands
• in 1947, the world's first school was created for teaching children with
musculoskeletal defects
• higher education was not available to them
 Europe
• development of special institutions for training people with various
disabilities, as well as the emergence of scientific approaches and methods of
their teaching, which as a result led to the development of special pedagogy.
• the first legal acts establishing and regulating the status, rights and
opportunities of the disabled.
• emergence of various scientific institutions in European countries aimed at
development of teaching children and adults with deafness, blindness, and
mental disabilities.
 The Fifth stage
• a transition from a segregation strategy to an
integration one, and then to an inclusive one
 The sixth stage
• An inclusive strategy like the "social model" in
society
• Unlike integration, an inclusive strategy involves
creating the necessary conditions, adapting the
educational environment to the needs of each
student, and accepting a person with special needs
by society
• no need to use special methods of correctional
pedagogy, but inclusive education equalizes
approaches and unifies the education system.
 Inclusion in Education – a human right!
• UNESCO views inclusion as “a dynamic approach of
responding positively to pupil diversity and of seeing
individual differences not as problems, but as opportunities
for enriching learning.”
• a movement with a clear philosophy
• A rights-based approach to education is founded upon three
principles:
Access to free and compulsory education
Equality, inclusion and non-discrimination
The right to quality education, content and processes
It is thus imperative that schools and local authorities
take the responsibility to ensure that this right is
implemented.