Pedagogy of integration/inclusion in Germany: history and modernity (the middle of XX – beginning of XXI centuries.)

Abstract

The article presents the results of comparative analysis of the process of formation and development of the pedagogy of integration/inclusion on the example of Germany during the last forty years. Four periods in the development of inclusive pedagogy were identified, the dynamics of concepts and categories was shown. The pluralism of the studies of inclusion was proven for the four psycho-pedagogical approaches (educational activity, socio-environmental, interactionists and anthropological, and ethical). The implementation of the principle of inclusive education should be characterized by the shift from the politicization of inclusive discourse to the search for a scientifically sound and responsible decisions in this field

Keywords

• infringement
• integration
• inclusion
• pedagogical concepts
• periods of development of the pedagogy of integration/inclusion