From segregation to inclusion. Special educations paradoxical contributions to social cohesion

Abstract

The transition from a segregative to an inclusive education system changes the role of special education significantly. Thus, the way special education contributes (paradoxically) to the school’s promise of promoting social cohesion has changed over time. While problematic effects of special schools and classes for social cohesion seem to be obvious (historically and now-a-days), it seems to be less clear what effects (more or less) inclusive forms of schooling do have on the social participation of all children. According to current research, the extent to which special education has a positive or negative impact on social cohesion (within a school or a class) depends on three levels – the structure of the education system, the structure and culture of a school-unit, and the way educators act in their classrooms. Besides the partly segregative structure of the Swiss (special) education system, the way (special) educators pedagogically intervene in the field can have a positive or negative impact on social cohesion.