TY  - CHAP
AU  - Spasenović, Vera
AU  - Maksić, Slavica
PY  - 2013
UR  - http://ipir.ipisr.org.rs/handle/123456789/741
AB  - Educational reforms, as initiated in Serbia in 2001, were based on the concept of
quality education for all. This concept was put into practice as an inclusive approach
in 2010/11. Inclusive education has been defined as a provision of full support and
optimal environment for each student to be taught in the nearest school and in a
regular class. In this paper we review the achieved results in providing necessary
conditions for a successful implementation of the inclusive education, i.e., school
policy, preparation of teachers, building-up their attitudes and system of values, as
well as attitudes and system of values of other participants in the educational
process. It has been shown that educational institutions, teaching staff and other
participants in the educational process are fully aware of the need for an integrated
schooling of all children and accept the concept of inclusive education. However,
several shortcomings of the current inclusive education have been revealed. They
are a consequence of the means it has been implemented, as well as socio-economic
conditions that affect the Serbian society and educational sector as its part.
PB  - Bulgaria : Bulgarian Comparative Education Society
T2  - Education in one world : Perspectives from different Nations
T1  - Challenges of democratisation: development of inclusive education in Serbia
EP  - 215
SP  - 209
VL  - 11
UR  - https://hdl.handle.net/21.15107/rcub_ipir_741
ER  - 

@inbook{
author = "Spasenović, Vera and Maksić, Slavica",
year = "2013",
abstract = "Educational reforms, as initiated in Serbia in 2001, were based on the concept of
quality education for all. This concept was put into practice as an inclusive approach
in 2010/11. Inclusive education has been defined as a provision of full support and
optimal environment for each student to be taught in the nearest school and in a
regular class. In this paper we review the achieved results in providing necessary
conditions for a successful implementation of the inclusive education, i.e., school
policy, preparation of teachers, building-up their attitudes and system of values, as
well as attitudes and system of values of other participants in the educational
process. It has been shown that educational institutions, teaching staff and other
participants in the educational process are fully aware of the need for an integrated
schooling of all children and accept the concept of inclusive education. However,
several shortcomings of the current inclusive education have been revealed. They
are a consequence of the means it has been implemented, as well as socio-economic
conditions that affect the Serbian society and educational sector as its part.",
publisher = "Bulgaria : Bulgarian Comparative Education Society",
journal = "Education in one world : Perspectives from different Nations",
booktitle = "Challenges of democratisation: development of inclusive education in Serbia",
pages = "215-209",
volume = "11",
url = "https://hdl.handle.net/21.15107/rcub_ipir_741"
}

Spasenović, V.,& Maksić, S.. (2013). Challenges of democratisation: development of inclusive education in Serbia. in Education in one world : Perspectives from different Nations
Bulgaria : Bulgarian Comparative Education Society., 11, 209-215.
https://hdl.handle.net/21.15107/rcub_ipir_741

Spasenović V, Maksić S. Challenges of democratisation: development of inclusive education in Serbia. in Education in one world : Perspectives from different Nations. 2013;11:209-215.
https://hdl.handle.net/21.15107/rcub_ipir_741 .

Spasenović, Vera, Maksić, Slavica, "Challenges of democratisation: development of inclusive education in Serbia" in Education in one world : Perspectives from different Nations, 11 (2013):209-215,
https://hdl.handle.net/21.15107/rcub_ipir_741 .