var ols=[{caption:"Contents",page:"4",url:"",level:"1",children:[]},{caption:"Introduction",page:"6",url:"",level:"1",children:[]},{caption:"Chapter 1  In the Name of the Czech Nation: Education and Eugenics in the Late Imperial Period  ",page:"12",url:"",level:"1",children:[{caption:"The crusade for Czech education:  from asserting the language to emancipating the nation  ",page:"14",url:"",level:"2",children:[]},{caption:"The Naturally developed child:  the cornerstone of a new pedagogical thinking ",page:"15",url:"",level:"2",children:[]},{caption:"In opposition to family and society:  school as a marginal actor of nation-building  ",page:"16",url:"",level:"2",children:[]},{caption:"Raising and educating girls:  at the cutting edge of the struggle for new generations  ",page:"20",url:"",level:"2",children:[]},{caption:"Theorising common sense in line of eugenics ",page:"23",url:"",level:"2",children:[]},{caption:"Conclusions",page:"100",url:"",level:"2",children:[]}]},{caption:"Chapter 2  The Segregation of Disabled and Roma Children in the Czech Lands During the Interwar Period",page:"28",url:"",level:"1",children:[{caption:"Eugenics: a measure for building the nation ",page:"28",url:"",level:"2",children:[]},{caption:"Eugenics in action: Care and Control ",page:"33",url:"",level:"2",children:[]},{caption:"Assimilate not segregate:  the policy towards the Roma people ",page:"37",url:"",level:"2",children:[]},{caption:"Conclusions ",page:"100",url:"",level:"2",children:[]}]},{caption:"Chapter 3 The Education for Disabled Children During the First Decadesafter the WWII in Czechoslovakia: in the Game of Big-time Politics",page:"44",url:"",level:"1",children:[{caption:"Education for all disabled as a part  of the resilience of the nation ",page:"45",url:"",level:"2",children:[]},{caption:"Egalitarianism AGAINST elitism:  multilevel education for all? ",page:"46",url:"",level:"2",children:[]},{caption:"Networking vs. financial disaster:  the miracle of collaborative tactics",page:"51",url:"",level:"2",children:[]},{caption:"Early socialist period: racing for political capital ",page:"53",url:"",level:"2",children:[]},{caption:"The civic resistance: the curse of the Third Republic",page:"56",url:"",level:"2",children:[]},{caption:"Official response to the crisis of special education:  turn to professionalisation ",page:"61",url:"",level:"2",children:[]},{caption:"Conclusions ",page:"100",url:"",level:"2",children:[]}]},{caption:"Chapter 4 Development of a Special Education for Roma Children in SocialistCzechoslovakia: the Pious Desires Towards Total Segregation",page:"66",url:"",level:"1",children:[{caption:"The institutional development of special education for the Roma:  towards the universalisation of ",page:"67",url:"",level:"2",children:[{caption:"EDUCATION FOR THE ROMA CHILDREN: DEEPENING CONTROL UNDER ALIENS ",page:"67",url:"",level:"3",children:[]},{caption:"SPECIAL CLASSES: THE FIRST STEP AWAY THE MAINSTREAM EDUCATION",page:"69",url:"",level:"3",children:[]},{caption:"SPECIAL SCHOOLS FOR ROMA CHILDREN: INTEGRATION VS. SEGREGATION  IN PRACTICE",page:"71",url:"",level:"3",children:[]}]},{caption:"Placing the Roma into Schools for the MentallyRetarded Children: Becoming “Special”",page:"73",url:"",level:"2",children:[{caption:"LAST SOCIALIST PERIOD: INCREASING ARBITRARINESS IN DECISION MAKING ",page:"76",url:"",level:"3",children:[]}]},{caption:"The Ideological Platform of the Education for the Roma Children:Professionalisation in Favour of Segegation",page:"79",url:"",level:"2",children:[{caption:"THE DISCOURSES AROUND THE EDUCATION FOR THE ROMA:  OLD WINE IN NEW BOTTLES ",page:"79",url:"",level:"3",children:[]},{caption:"PSYCHOLOGISING THE DISCOURSE OF THE ROMA CHILD:  THE CONSISTENT ECLECTICISM OF THE ARGUMENTS ",page:"83",url:"",level:"3",children:[]},{caption:"MEDICALISING THE ROMA CHILDREN:  FROM EXPLORING THE ENVIRONMENT TO INVALIDATING THE CHILD ",page:"85",url:"",level:"3",children:[]}]},{caption:"Conclusions",page:"100",url:"",level:"2",children:[]}]},{caption:"Chapter 5  Models of Legitimizing Inclusive Education  in the Czech Rep.: What Ambitions May Come ",page:"90",url:"",level:"1",children:[{caption:"Inclusive education in the Czech Rep.:  mission impossible?",page:"90",url:"",level:"2",children:[]},{caption:"Legitimacy: overloading matrix? ",page:"91",url:"",level:"2",children:[]},{caption:"Legitimising inclusion: the impact of professionals ",page:"93",url:"",level:"2",children:[]},{caption:"The models of legitimizing inclusive education:  ostensible contradictions? ",page:"95",url:"",level:"2",children:[{caption:"INCLUSION IN ACTION: THE PRACTITIONERS\' APPROACH ",page:"96",url:"",level:"3",children:[]},{caption:"INCLUSION AS AN AGENT OF CHANGES ",page:"97",url:"",level:"3",children:[]},{caption:"INCLUSION AS A NEW IDEOLOGICAL PLATFORM ",page:"99",url:"",level:"3",children:[]}]},{caption:"Conclusions ",page:"100",url:"",level:"2",children:[]}]},{caption:"Summary",page:"102",url:"",level:"1",children:[]},{caption:"Literature",page:"110",url:"",level:"1",children:[]},{caption:"Sources from archives",page:"110",url:"",level:"1",children:[]},{caption:"Books and articles from the journals of the past",page:"113",url:"",level:"1",children:[]},{caption:"Contemporary sources",page:"117",url:"",level:"1",children:[]},{caption:"Name Index",page:"122",url:"",level:"1",children:[]},{caption:"Subject Index",page:"126",url:"",level:"1",children:[]}];