SCHOOL, RELIGION AND AUTISM: UNDERSTANDING INCLUSION FROM WITHIN
DOI:
https://doi.org/10.29357/2521-179X.2020.24.2Keywords:
(religious) education, inclusion, diversity, school and school development, index for inclusion, autism, persons with autism.Abstract
Annotation: This article presents inclusion paradigm in theory and school practice and attempts to exhibit its importance in education, its value as communication and as dynamic process. Based on the key point of inclusion – diversity – inclusive pedagogy is aimed to serve a diverse group of pupils. Theoretical clarification follows the concept of “egalitarian difference” (Prengel) and ability to accept and to respect difference. Inclusion in education presuppose a change of perspective – especially in the ways of “label thinking” or “deficit thinking”, in contribution of both teacher and student to the learning process. One of the main instruments of inclusion is Index for inclusion (Booth/Ainscow) – a practical tool widely used in schools, which contains many questions to each of three dimensions (inclusive cultures/structures/practices) in order to support school development. School development in the horizon of culture of recognition (Jäggle) means to see diversity as a recourse, not as a problem, and school development processes as development of democracy. Learning communities of pupils are also “spiritual communities” (SLC), since learning occurs always “in the presence of the other” (Roebben). As next steps this understanding of inclusion as communication is applied on an example of autism – what does this means for those, who have the biggest problems in communication and social interaction.
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