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SOME OF THE PROBLEMS OF TRANSITION FROM SEGREGATION TO INCLUSION FOR CHILDREN WITH SPECIAL NEEDS
Upbringing and education are of vital importance for every nation as well as the ways, methods and approaches that are used by the ones that are in relationship teacher – pupil. The foundations of pedagogics were laied already in antiquity. This foundations have preserved until today, adapted countless times to the then needs. Today one can find them in the so called »White book« (2011), where it is written that the formation of independent, reflective and responsible individual rests on quality-acquired knowledge, social and other skills. But all persons are not equal at acquireging knowledge. The differences at this are presented throughout entire history of education of human kind. All people are different in their own way, however, majority does not deviate to much from measures and norms that are set by society to integrate in it. Throughout the time the society has determined the social status and the social role of the persons with special needs. The upbringing and education of children and juveniles with special needs are becoming more and more complex and demanding. The approach towards the persons with special needs changes and so does the doctrine and concpet of work. Opara (2015) states that the present knowledge is helping us understand what we could not until lately. The same author (2015) states that in the concept of segregation, the attention was focused only on defects or disturbances. One wanted to throughly recognize the latter because that played a vital part in distinguishing the persons with special needs from their peers. One has defined the persons by defect and named them after the defect or disturbance. But today the key factor is what a person can do, that means the complete potential of an individual. Numerous author state that inclusion is a transformation of entire educational system, where the needs of all pupiles are taken into account regardless of their kind and level (Schmidt, 2001). While Patafta (2010) defines inclusion as a number of strategies and ways of practical assertion of reasonable adaptations in the environement as well as relation towards the world, because it provides a feeling of belonging, which every human being wants to feel. He also states that if we want to perform the inclusion and include the juveniles with special needs into the usual school environement we have to prepare and provide everything what such inclusion demands, because the changes at transition from elementary to middle school is a difficult process for everyone, especially for the juveniles with special needs. Also the way of the transition from elementary to middle school and the preparation of the receiving school is very important. The results depend merely on successful cooperation of all parties involved in the process of inclusion. A lot of tolerance, love and knowledge are need at such work. The problems which we want to adress in the article and with which we are encountering daily at realizing the inclusion process, is principally the pedagogic staff which is needed for successful realization of inclusion process. Frequent prooblem are also the educational institutions because they do not provide the neccessary adaptations for successful inclusion of juveniles with special needs. And now the question arises: Is there in our educational institutions enough suitable staff and are the same institutions prepared for the successful realizing of inclusion? Also we want to know to what extent the current capitalist or postmodern society has on the educational system, it advantages and disadvantages. With the help of the half-structured interview we will analyse the results.