INCLUSIVE EDUCATION: DYNAMICS OF EXCLUSION THROUGH SYSTEMS THEORY AND SOCIAL CONSTRUCTIVISM

Abstract

Inclusive education has gained global attention since the Salamanca 
Statement in 1994, which emphasized the need to accommodate all 
students within a system that values diversity. While inclusion remains a 
primary goal, exclusion continues to be a challenge for various student 
groups. This article integrates Niklas Luhmann's systems theory and 
Berger and Luckmann's social constructionist theory to understand the 
dynamics of inclusion and exclusion. Luhmann's theory indicates that 
the education system comprises sub-systems that operate based on social 
norms, while the social constructionist approach highlights the role of 
social interactions in shaping educational institutions. Understanding 
these norms is crucial for effectively implementing inclusive education. 
Further research is needed to develop policies that are responsive to 
cultural and social contexts, as well as to train educators in understanding 
communication dynamics.