1. Adoption of inclusion and its implementation in pre-primary education
The spread of inclusive education and its development is currently a modern
pedagogical trend. Ensuring barrier-free access and access to education for all is
fundamental. As the Slovak Republic is a member of the European Union, it is entitled
to perform the obligations set out in international documents and conventions
(Salamanca, 1994; UN Convention, 2006; Social dimension of education and training,
2010 and others). In 1991, the idea of inclusion was declared by the UNESCO School
for All project. In 1994, an international conference was held in Salamanca, attended
by 92 countries and 25 international organizations. There, the basis of a philosophy
was created, which sounds like "it is normal to be different" (Vítková 2004), which
assumes that a man is an individual creature and its differences are not determined in
terms of biological determinism and medical diagnosis but as a social phenomenon.
International conferences and the subsequent creation of international conventions
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presupposed the creation of barrier-free access to education, the acceptance of human
rights and the rejection of any discrimination (Lipnická 2012).
Although the idea of inclusive education sounds good, its implementation is a
complex task that contains a number of variables. Each country of the European Union
differs in cultural, socio-political and economic areas. This difference creates specific
challenges for each state. The Slovak Republic has also encountered some
complications in creating an inclusive environment in schools.
In Slovakia, the UN Convention on the Rights of Persons with Disabilities was
ratified on 25 June 2010 in accordance with Art. 45 par. 2. (MŠVVaŠ SR 2020). Since
its ratification, Slovakia has been adjusted to implement all items, especially the
provision of education for all. The implementation of inclusive education according to
the items of the Salamanca Convention has become a challenge for Slovakia. Currently,
for the Slovak education system and the current problem is the education of students
with socially disadvantaged backgrounds (hereinafter CAP). The main part of
individuals coming from the CAP consists of Roma communities. The CAP is
considered to have a stimulating environment and therefore the child will be classified
as a pupil with special educational needs upon entering kindergarten / primary school.
The education system of the Slovak Republic does not provide the necessary
number of places for the education of children with SEN in the mainstream of
education. According to the European Agency for Special Needs and Inclusive
Education (2017), the Slovak Republic is one of the countries with the largest number
of pupils with SEN who are educated in a segregated form (in special schools, etc.) [1]
For this reason in pre-primary education European countries - Slovakia is one of the
countries with the weakest access to pre-primary education for all. According to
statistical data from the European Commission, in 2017 only 78.2% of children from
the age of 4 attended kindergartens in Slovakia, which is a below-average level
compared to other EU countries. Currently, the goal of the European Union is to
achieve 95.5% of the students’ integration in kindergartens by the end of 2020.
(European Commission 2019).
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