An Alternative Approach to Inclusion: Emotional Cognitive Infrastructure in the Step by Step Educational Program Environment
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| Year of publication | 2025 |
| Type | Appeared in Conference without Proceedings |
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| Description | In this paper, we focus on two objectives. The first one is to present, just schematically, the main results of our three-year research on the Step-by-Step (SbS) program, the so-called Emotional Cognitive Educational Infrastructure (ECEI). The second aim is to present the epistemological and methodological approach that helped us to detect ECEI and identify its inner functioning. For this purpose, we used the data obtained in the intensive ethnographic research, which we processed using situational analysis (SA) procedures (Clarke, 2003, 2005; Clarke, Friesse, & Washburn, 2015, Šíp & Denglerová, 2024). However, in order to meaningfully link the ethnographic research and SA, we had to significantly develop their procedures. This brings us to the second objective of the paper, the very methodological procedure of our research. ECEI consists of four gradually developing levels - instrumental, didactic, autonomizing and constructivist (Denglerová et al., 2024). The successful development of each higher level depends on the quality of the previous level (e.g. the didactic level cannot be satisfactorily developed if the instrumental level is not sufficiently robust, and so on). At all four levels, the so-called soft skills (negotiating and respecting rules, ritualised behaviour, quality communication and cooperation, self-reflection, etc.) play an important role. In order for the higher levels to function properly, these skills need to be developed more intensively at the lower levels. It is a kind of initial investment at the expense of the process of mastering educational content. |