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EN
The role of education is indisputable in our culture. From the moment we are born we are constantly learning new information and skills. Education has such an importance that we recognize it as a part of human rights. Nobody disputes that children have the right to education. The second article of the universal declaration of human rights declares that rights should create conditions for equality. Therefore education should be equal for all children. Nevertheless, is this the reality in all cases? In Slovakia for example, (but also in many other countries in the world) we have plenty of problems with inclusive education. Sociologist Zuzana Kusá argues that in Slovakia there is a trend to separate the children which are deemed "normal" from the disadvantaged and to create special classes for the latter group. The right to education should involve inclusion and should create cooperative conditions for the learning of children. Slovakia is one of the countries that do not provide a cohesive inclusion of all children. Therefore, we shall examine the current state of the right to education and analyze how we could improve its deficiencies. We will use the concept of affirmative action (positive discrimination) as presented by Michael Sandel in the title "Justice. What´s the right thing to do?" The second concept that we will examine is the concept of equality of opportunity, as presented by John Rawls and others. We will investigate how these two concepts might help us with an improvement of the right to education and how they could fix some of the prevailing issues for example faced in Slovakia´s educational system.
EN
The work is devoted to inclusive education process modeling by means of Petri nets with the aim to formalize the requirements to information technology support of such learning. The analysis of mathematical model of the inclusive education process allowed identifying factors of influence on this process. The study of specific interaction of external and internal factors and their influence on the output parameters was carried out, using the analysis of the procedure of educational aim achievement and additional conditions. Petri net of the education process of a person with special needs was developed. The decomposition process of inclusive education in the form of serial and parallel implementation of relevant educational tasks allowed developing functional requirements to a complex information technology of inclusive education support. For the design of information technology for information storage and structuring in the process of inclusive education, a mathematical model of subject domain description formation process was used.
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