Manipulative techniques as a factor influencing the implementation of inclusion in Slovak schools

Abstract

Inclusive education is not only a legislative obligation but also a growing trend in Slovakia. Its successful implementation is crucial for advancing social inclusion within our society. This paper examines the current state of inclusive education in Slovakia, highlighting its benefits, challenges, and risks. Special attention is paid to manipulative techniques that hinder the effective implementation of inclusion. The survey was conducted using a qualitative approach through semi-structured interviews with respondents from primary schools. We explored the attitudes of pupils, parents, teachers, and school management towards inclusive education. To enhance clarity, we complemented the qualitative analysis with basic quantitative data, presenting the frequency of responses in percentages. The findings suggest positive impacts of inclusive practices, such as increased empathy and social skills in neurotypical pupils, as well as improved self-esteem and a sense of belonging among pupils with special educational needs. However, several barriers were identified, including a lack of professional staff, insufficient resources, administrative burdens, and the use of manipulative techniques aimed at resisting inclusion. The paper concludes by identifying the most common manipulative strategies used by teachers to block the integration of inclusive education into current educational practices in Slovakia.