ABSTRACT
The aim of this chapter is to outline a theoretical framework of inclusion and special needs education. Through elaborate theory, two paradigmatic perspectives are highlighted in special needs education: diversity as negative, and diversity as positive. In addition, two paradigmatic perspectives in education are presented: Education and Pädagogik. On the basis of these perspectives a model of special and inclusive education is presented. The model presented describes four directions for practice and research. Three of these directions have the potential for supporting inclusive education. We claim that the model presented can be used as a tool for analysing which variable is dominant in different discussions on special and inclusive education. The chapter also brings Vygotsky’s (1993) theories on defectology into the discussion on different perspectives developed in the model. A particular emphasis is made on the Pädagogik view on education and defectology.
