Abstract
The paper addresses problems of inclusion in the educational system and their reflection by the pedagogics of integration. The pedagogics of integration and its main topic and essential programme of a "primary school for all children" criticise the common procedure of sending those children to special schools who are diagnosed as pupils with a special need of furtherance. Integrative pedagogies critically focuses on the traditional organisational differentiation between normal and special schols as well as on the distinction between normal pupils and pupils with a special need of support. In this sense the leading idea of the pedagogics of integration can be seen in cancelling the educational process of segregation which normal separates from handicapped pupils. The thesis of this paper is that the semantics of integration – observed with systems-theoretically informed instruments – addresses with a structural paradox which refers to a fundamental problem of educational communication in the social dimension of social meaning. The meaning of integration produces a semantics which treats one typical paradox of educational communication – the inequality of equals. Using the value of normality, the semantics of integration tries to "invisibilize" this paradox.
