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Inclusive Education: Origins, ‘Defectology’, and Kosovo’s Experiences of Inclusive Education

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  • Roelien Joubert
  • Ingrid Harrington

Abstract

Vygotsky (1993) first identified the theory of ‘Defectology’ to understand and describe children with special and additional needs, but essentially categorized them as ‘defective’ (Bartlett et al., 2004; Thomazet, 2009). It is with Vygotsky’s theory in mind that inclusive education frameworks in Kosovo and Russia are critically examined- whilst they both present similar methods of educating students with additional needs (Bartlett, Power & Blatch, 2004), analysis of these methods against their contrasting socio-political environments, requires careful consideration and attention.Â

Suggested Citation

  • Roelien Joubert & Ingrid Harrington, 2020. "Inclusive Education: Origins, ‘Defectology’, and Kosovo’s Experiences of Inclusive Education," International Journal of Higher Education, Sciedu Press, vol. 9(1), pages 1-52, February.
    • Handle: RePEc:jfr:ijhe11:v:9:y:2020:i:1:p:52
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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