Right to Inclusive Education

Djeca s teškoćama u razvoju su djeca s trajnim posebnim odgojno obrazovnim potrebama. Najviši stupanj pedagoškog povezivanja djece s teškoćama u razvoju s redovnom populacijom kao i u kontekstu odgoja i obrazovanja je inkluzija ili inkluzivno obrazovanje. Ona podrazumijeva uvažavanje djece s teškoćama u razvoju na višoj razini te ih sukladno tome tretira kao potpuno ravnopravne sudionike u odgojno-obrazovnom procesu. Također svoj djeci osigurava ravnopravan položaj i podjednake razvojne mogućnosti. Kako bi se djeci s teškoćama u razvoju pružio što bolji odgoj i obrazovanje važni su i sudionici u tom procesu. Ono što inkluzija pruža djeci s teškoćama u razvoju već im je osigurano putem Opće deklaracije o ljudskim pravima, Konvencije o pravima djeteta te drugim pravnim i zakonskim dokumentima. Također, u ovom radu se prikazala i prošlost odnosa društva prema osobama s teškoćama, odnosno put do inkluzije. Kako su djeca s teškoćama u razvoju bila zakinuta nekada, smještana u posebne ustanove i izolirana od ostatka društva, obzirom da je došlo do shvaćanja inkluzije, danas to ne bi trebao biti problem no ipak postoje ustanove koje su namijenjene djeci s teškoćama u razvoju. Iako sudjeluju u mnogim aktivnostima van te ustanove u pogledu odgoja i obrazovanja izolirani su od svojih vršnjaka. Time ono osnovno pravo djeteta na obrazovanje, u ovom slučaju na inkluzivno obrazovanje se dovodi u pitanje poštivanja.Children with development difficulties are children in the need of permanent special educational needs. The highest pedagogic degree of connecting children with development difficulties with population that develops normally as in the context of education is inclusion or inclusive education. It means respecting children with development difficulties on a higher level and treating them accordingly like equal participants in the educational process. It also ensures that all children have equal positions and development opportunities. In the process of giving children with development difficulties better upbringing and education the participants are important as well. That what inclusion provides for children with development difficulties is already insured by the Universal Declaration of Human Rights, the Convention on the Rights of the Child and other legal and legitimate documents. This paper also shows the history of societies relations towards people with difficulties, or path to inclusion. Children with difficulties were once deprived, placed in special institutions and isolated from the rest of society, given that there has come to the understanding of inclusion it should not be a problem today, but there still are institutions which are intended for children with development difficulties. Although they are involved in many activities outside the institution by looking in their upbringing and education they are isolated from their peers. Thereby that essential right of a child to education, in this case inclusive education is being put in question of respect