Teachers’ perspectives on challenges in inclusive education – a research overview
Апстракт
n 2009, the adoption of the Law on the Fundamentals of the Education System in
Serbia established a legal framework for the implementation of inclusive education.
Thus, conditions were met for ensuring educational equity and access for all children,
including children with developmental disabilities. This legal framework provided a
starting point for the practical implementation of inclusive education in which different
actors, teachers in particular, face numerous challenges and adopt new roles. Generally,
research has shown that during the implementation of inclusive education, teachers
face various difficulties that greatly affect their overall attitude towards the process and
their success in performing the new roles they are expected to fulfill (Shen et al., 2015).
Some of the key problems researchers have highlighted include teachers’ insufficient
or inadequate preparation for teaching in inclusive settings (Weiss et al., 2018), along
with a lack of adequate support at... the school and education system levels (Kupper et
al., 2020; as cited in Leijen et al., 2021). Teachers tend to struggle with the incongruity
between what is expected of them in an inclusive setting and their pre-established
understanding of the educational process based on the traditional pedagogical paradigm.
Since teachers do not feel sufficiently competent and prepared to adopt a differentiated
approach to teaching, what emerges as their greatest concern is how to simultaneously
organize joint learning activities for all students in a class (McTighe & Brown, 2005).
Insufficient teacher training and a lack of adequate support negatively affect teachers’
motivation and lead to various forms of resistance and negative attitudes towards the
implementation of inclusive education (Shen et al., 2015).
Извор:
Towards a More Equitable Education: From Research to Change, 2023, 23, -29Издавач:
- Belgrade : Institute for Educational Research
Финансирање / пројекти:
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200018 (Институт за педагошка истраживања, Београд) (RS-MESTD-inst-2020-200018)
Напомена:
- Book of Proceedings: The 29th International Scientific Conference “Educational Research and School Practice“ Towards a More Equitable Education: From Research to Change,1. December, 2023 ISBN: 978-86-7447-165
Институција/група
IPITY - CONF AU - Đević, Rajka AU - Malinić, Dušica AU - Vujačić, Milja PY - 2023 UR - http://ipir.ipisr.org.rs/handle/123456789/1015 AB - n 2009, the adoption of the Law on the Fundamentals of the Education System in Serbia established a legal framework for the implementation of inclusive education. Thus, conditions were met for ensuring educational equity and access for all children, including children with developmental disabilities. This legal framework provided a starting point for the practical implementation of inclusive education in which different actors, teachers in particular, face numerous challenges and adopt new roles. Generally, research has shown that during the implementation of inclusive education, teachers face various difficulties that greatly affect their overall attitude towards the process and their success in performing the new roles they are expected to fulfill (Shen et al., 2015). Some of the key problems researchers have highlighted include teachers’ insufficient or inadequate preparation for teaching in inclusive settings (Weiss et al., 2018), along with a lack of adequate support at the school and education system levels (Kupper et al., 2020; as cited in Leijen et al., 2021). Teachers tend to struggle with the incongruity between what is expected of them in an inclusive setting and their pre-established understanding of the educational process based on the traditional pedagogical paradigm. Since teachers do not feel sufficiently competent and prepared to adopt a differentiated approach to teaching, what emerges as their greatest concern is how to simultaneously organize joint learning activities for all students in a class (McTighe & Brown, 2005). Insufficient teacher training and a lack of adequate support negatively affect teachers’ motivation and lead to various forms of resistance and negative attitudes towards the implementation of inclusive education (Shen et al., 2015). PB - Belgrade : Institute for Educational Research C3 - Towards a More Equitable Education: From Research to Change T1 - Teachers’ perspectives on challenges in inclusive education – a research overview EP - 29 IS - 23 UR - https://hdl.handle.net/21.15107/rcub_ipir_1015 ER -
@conference{ author = "Đević, Rajka and Malinić, Dušica and Vujačić, Milja", year = "2023", abstract = "n 2009, the adoption of the Law on the Fundamentals of the Education System in Serbia established a legal framework for the implementation of inclusive education. Thus, conditions were met for ensuring educational equity and access for all children, including children with developmental disabilities. This legal framework provided a starting point for the practical implementation of inclusive education in which different actors, teachers in particular, face numerous challenges and adopt new roles. Generally, research has shown that during the implementation of inclusive education, teachers face various difficulties that greatly affect their overall attitude towards the process and their success in performing the new roles they are expected to fulfill (Shen et al., 2015). Some of the key problems researchers have highlighted include teachers’ insufficient or inadequate preparation for teaching in inclusive settings (Weiss et al., 2018), along with a lack of adequate support at the school and education system levels (Kupper et al., 2020; as cited in Leijen et al., 2021). Teachers tend to struggle with the incongruity between what is expected of them in an inclusive setting and their pre-established understanding of the educational process based on the traditional pedagogical paradigm. Since teachers do not feel sufficiently competent and prepared to adopt a differentiated approach to teaching, what emerges as their greatest concern is how to simultaneously organize joint learning activities for all students in a class (McTighe & Brown, 2005). Insufficient teacher training and a lack of adequate support negatively affect teachers’ motivation and lead to various forms of resistance and negative attitudes towards the implementation of inclusive education (Shen et al., 2015).", publisher = "Belgrade : Institute for Educational Research", journal = "Towards a More Equitable Education: From Research to Change", title = "Teachers’ perspectives on challenges in inclusive education – a research overview", pages = "29", number = "23", url = "https://hdl.handle.net/21.15107/rcub_ipir_1015" }
Đević, R., Malinić, D.,& Vujačić, M.. (2023). Teachers’ perspectives on challenges in inclusive education – a research overview. in Towards a More Equitable Education: From Research to Change Belgrade : Institute for Educational Research.(23). https://hdl.handle.net/21.15107/rcub_ipir_1015
Đević R, Malinić D, Vujačić M. Teachers’ perspectives on challenges in inclusive education – a research overview. in Towards a More Equitable Education: From Research to Change. 2023;(23):null-29. https://hdl.handle.net/21.15107/rcub_ipir_1015 .
Đević, Rajka, Malinić, Dušica, Vujačić, Milja, "Teachers’ perspectives on challenges in inclusive education – a research overview" in Towards a More Equitable Education: From Research to Change, no. 23 (2023), https://hdl.handle.net/21.15107/rcub_ipir_1015 .