H φοίτηση ανάπηρων μαθητών/τριών στη γενική εκπαίδευση σε συνθήκες που διασφαλίζουν την ενεργή και ισότιμη συμμετοχή τους στην εκπαιδευτική διαδικασία αποτελεί κεντρικό στόχο της εκπαιδευτικής πολιτικής πολλών κρατών παγκοσμίως. Εντούτοις, διεθνείς οργανισμοί και πλήθος ερευνητικών πορισμάτων υποδεικνύουν την αδυναμία του εκπαιδευτικού συστήματος να ανταποκριθεί στον αντισταθμιστικό ρόλο του ως προς τον εκπαιδευτικό και κοινωνικό αποκλεισμό των ανάπηρων μαθητών/τριών. Υπό το πρίσμα μίας τέτοιας διαπίστωσης, η διαφοροποιημένη παιδαγωγική δύναται να αποτελέσει, στο επίπεδο της σχολικής πράξης, ένα κατάλληλο πλαίσιο για τη διαχείριση της ετερότητας και την αξιοποίηση της διαφορετικότητας. Tο συγκεκριμένο άρθρο επιχειρεί να αναδείξει, αφενός, τις πρακτικές της διαφοροποιημένης παιδαγωγικής που προάγουν την ενταξιακή εκπαίδευση, και αφετέρου να εντοπίσει μια σειρά κυρίαρχων πρακτικών που τελικώς προωθούν διακρίσεις και διαχωρισμό ως προς την εκπαίδευση των ανάπηρων μαθητών/τριών. Συγκεκριμένα, παρουσιάζονται τα πορίσματα μιας έρευνας η οποία, αξιοποιώντας την ποιοτική μεθοδολογική προσέγγιση, μελετά τις πρακτικές των τελειόφοιτων νηπιαγωγών σχετικά με την εφαρμογή της ενταξιακής εκπαίδευσης μέσω της διαφοροποιημένης παιδαγωγικής. Βάσει των αποτελεσμάτων της έρευνας, η διαφοροποιημένη παιδαγωγική αναγνωρίζεται ως ένα μέσο προαγωγής της ενταξιακής εκπαίδευσης, σε επίπεδο σχολικής πράξης. Παράλληλα, όμως, εντοπίζεται αντίφαση στις πρακτικές των τελειόφοιτων νηπιαγωγών ως προς την αναγνώριση της αξίας της διαφοροποιημένης παιδαγωγικής και της θέσης της στο πλαίσιο της εκπαιδευτικής πραγματικότητας.
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The research study presented below draws on research conducted in the context of Disability Studies employing the sociopolitical model of disability. It addresses the vexed issue of the education of the disabled, which, in the context of the research study is perceived as a fundamentally political, economic and cultural issue, apart from a pedagogical one. Based on statistics coming from international and European organizations research, as well as recent study findings, it becomes evident that the failure of the educational system to counterbalance the social and educational exclusion of disabled students remains a problem of paramount importance despite the fact that inclusive education has been both a guiding principle and a high priority in global educational policy agendas for decades. The main objective of broad global and more specifically European educational policies is the attendance of disabled students in mainstream schools with the appropriate conditions to enable active, equal and fair opportunities for participation in the educational process.In this context, differentiated pedagogy offers the appropriate framework in order to address matters concerning heterogeneity and to unlock the liberating potential for diversity in Disability Studies by:a) highlighting the critical issue of equitable education and equal access to education of all students and b) adding emphasis with a view to inclusion of many kinds of diversity not as problematic challenges, but rather as sources of educational enrichment.The present article attempts to inform the scholastic dialogue on inclusion regarding pedagogical practice, focusing on the differentiated pedagogical practices that enhance the perspective of inclusion on the one hand and highlighting those practices which constitute the key components of the Greek educational system on the other. Regarding the latter, the intention includes shedding light on the practices that arguably promote discrimination and segregation regarding education of the disabled, as well as discussing the practices that enhance a perspective of inclusion, currently being implemented within differentiated pedagogical contexts.The research study records and analyzes the practices of final-year Early Childhood Education undergraduate students who are learning about inclusive education in differentiated educational interventions. The methodology is based on the premise that students as prospective teachers can strategically determine a scope for action and change, as well as the nature of the educational intervention practices.In order to meet its objectives, this research employs a qualitative method towards analyzing the self-reporting assignments of undergraduate students during differentiated educational interventions, all of which were planned, implemented and self-evaluated during their student teaching internship.The research study demonstrates that a synergy of theoretical discourse of differentiated pedagogy and inclusive education is being adopted by the undergraduate students as future educators who denounce exclusion and discrimination experienced by disabled students. Of particular concern is that despite the overwhelming acknowledgment by future educators of the significance of differentiated pedagogy and inclusive education, there appears to be a direct contradiction to the day to day reality of practicing differentiated pedagogy and inclusive education as professional practice. While future educators endorse diversity and claim commitment to human rights during their initial training, they are failing to consistently commit to practicing differentiated pedagogy and inclusive education during the next step while becoming educational professionals.
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