Pedagogical Traditions and Conditions for Inclusive Education

Abstract

The idea of “a school for all” has been on the agenda for a long time both within disability research and educational practices. Experiences however show that there is a long way between idea and realization of that idea. This article looks into conditions to develop an inclusive school from the perspective of different pedagogical ideas and traditions. It argues that one roughly can distinguish between two pedagogical traditions with different ideas about such things as learning, knowledge, teaching and diversity. It also argues that there is no self-evident correspondence between pedagogical ideas manifested in today′s educational practice and pedagogical ideas the pedagogues of today hold for true.