Roles of teacher in inclusive education

Abstract

This paper is on the analysis of the role of the teacher in inclusive education. The starting point is that is a teacher is a key actor of this process which significantly influences the quality of including children with difficulties in development into the regular schools. The bases are positive attitudes of teachers towards children with difficulties in education are a necessary condition for realizing inclusive education, there is a review of the results published on this topic both in our country and abroad. We are pointing at the importance of implicit pedagogies of teachers in the process of inclusive education and the basic problems coming from the wrong impressions of teachers about a child and misunderstanding of the role he has in work with children with developmental difficulties. We are stressing the need of clearing and changing implicit pedagogies if teachers. In the third part of the paper we are analyzing the relation of the teacher towards children with developmental difficulties and represent key characteristics of inclusive teaching. There is the need for adequate initial education of teachers and his professional development with the aim of preparation for the role he is expected for in the inclusive school.

U radu se analiziraju uloge nastavnika u inkluzivnom obrazovanju. Polazi se od toga da je nastavnik ključni akter ovog procesa i da bitno utiče na kvalitet uključivanja dece sa teškoćama u razvoju u redovne osnovne škole. Polazeći od toga da su pozitivni stavovi nastavnika prema deci sa teškoćama u razvoju neophodan uslov za realizaciju inkluzivnog obrazovanja, dat je pregled rezultata istraživanja obavljenih na ovu temu u našoj zemlji i inostranstvu. Ukazuje se na značaj implicitnih pedagogija nastavnika u procesu inkluzivnog obrazovanja i na osnovne probleme koji proističu iz pogrešnih predstava nastavnika o detetu, njegovom razvoju, procesu učenja, iz pogrešnih očekivanjima nastavnika i nerazumevanja uloge koju ima u radu sa decom sa teškoćama u razvoju. Ističe se potreba za osvešćivanjem i menjanjem implicitnih pedagogija nastavnika. U trećem delu rada analizira se odnos nastavnika prema deci sa teškoćama u razvoju i predstavljaju ključne karakteristike inkluzivne nastave. Ističe se potreba za adekvatnim inicijalnim obrazovanjem nastavnika i njegovim stručnim usavršavanjem u cilju pripreme za uloge koje se od njega očekuju u inkluzivnoj školi.