Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/27873
Title: Inclusive Education: Origins, ‘Defectology’, and Kosovo’s Experiences of Inclusive Education
Contributor(s): Joubert, Roelien (author); Harrington, Ingrid  (author)orcid 
Publication Date: 2020
Early Online Version: 2019-11-13
Open Access: Yes
DOI: 10.5430/ijhe.v9n1p52Open Access Link
Handle Link: https://hdl.handle.net/1959.11/27873
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.
Publication Type: Journal Article
Source of Publication: International Journal of Higher Education, 9(1), p. 52-59
Publisher: Sciedu Press
Place of Publication: Canada
ISSN: 1927-6052
1927-6044
Fields of Research (FoR) 2008: 130199 Education systems not elsewhere classified
Fields of Research (FoR) 2020: 390407 Inclusive education
Socio-Economic Objective (SEO) 2008: 930402 School/Institution Community and Environment
Socio-Economic Objective (SEO) 2020: 280109 Expanding knowledge in education
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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