Show simple item record

Inkluzivno obrazovanje - od zakonske regulative do praktične realizacije

dc.creatorVujačić, Milja
dc.creatorLazarević, Emilija
dc.creatorĐević, Rajka
dc.date.accessioned2021-03-17T13:35:58Z
dc.date.available2021-03-17T13:35:58Z
dc.date.issued2015
dc.identifier.issn0353-7919
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/247
dc.description.abstractThis paper presents the results of the research aimed at exploring teachers' views on the two-year implementation of the legally prescribed activities in the field of inclusive education. Research participants were 145 class teachers from 20 primary schools in the central and suburban parts of the City of Belgrade. A questionnaire created for this research was used to collect the data with the purpose of gaining insight into teachers' opinions on the changes that had occurred in this field, their roles in inclusive education and qualifications for this process, their understanding of the individual education plan, the support provided by the school, and the most frequent obstacles teachers encounter and the manner they overcome them. More than a half of the teachers are of the opinion that there have been no significant changes in inclusive education practice. Likewise, more than a half of the teachers did not attend the organized training for inclusive education and think that they are not qualified for this process. Previous experience of working with children with disabilities and the training provided in seminars had a positive effect on teachers' perception of their own qualifications for inclusive education. In teachers' opinion, the key barriers for inclusive education are to be found in those segments of the education system that are under the direct jurisdiction of the Ministry of Education rather than their own or of the schools they work in. Further development of inclusive education in our country should be focused on the improvement of relevant teachers' competencies. In addition to developing pedagogical expertise, this would also entail raising awareness of personal responsibility for the effectiveness of inclusive education.en
dc.description.abstractU radu su prikazani rezultati istraživanja čiji je cilj bio ispitivanje mišljenja učitelja o dvogodišnjoj realizaciji zakonski predviđenih aktivnosti na polju inkluzivnog obrazovanja. U istraživanju je učestvovalo 145 učitelja iz 20 osnovnih škola sa uže i šire teritorije Beograda. Primenjen je upitnik koji su autori konstruisali za potrebe ovog istraživanja. Upitnik je sadržao pitanja kojima smo želeli da dobijemo uvid u mišljenja učitelja o promenama koje su se dogodile u ovoj oblasti, njihovim ulogama u inkluzivnom obrazovanju i osposobljenosti za ovaj proces, shvatanjima individualnog obrazovnog plana, podršci koju dobijaju u okviru škole kao i o najčešćim preprekama i načinima njihovog rešavanja. Rezultati istraživanja pokazuju da više od polovine učitelja smatra da od uvođenja zakonske regulative nije došlo do značajnijih promena u praksi inkluzivnog obrazovanja. Više od polovine učitelja nije prošlo organizovanu obuku za inkluzivno obrazovanje i smatra da nije osposobljeno za ovaj proces. Na percepcije učitelja o vlastitoj osposobljenosti pozitivno utiču prethodno iskustvo u radu sa decom sa smetnjama u razvoju i obuka koju su prošli putem seminara. Ključne prepreke za inkluzivno obrazovanje učitelji vide u onim elementima obrazovnog sistema koji su u direktnoj nadležnosti Ministarstva, a ne njih samih i škola u kojima rade. Dalji razvoj inkluzivnog obrazovanja u našoj zemlji treba da bude usmeren na bolju obučenost nastavnika za rad sa decom sa smetnjama u razvoju, što bi pored stručnih znanja podrazumevalo i podizanje svesti o ličnoj odgovornosti za uspešnu realizaciju ovog procesa.sr
dc.publisherUniverzitet u Nišu, Niš
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceTeme
dc.subjectinclusive educationen
dc.subjectlegislationen
dc.subjectteachers' opinions and experiencesen
dc.subjectindividual education planen
dc.subjectinkluzivno obrazovanjesr
dc.subjectzakonska regulativasr
dc.subjectmišljenja i iskustva učiteljasr
dc.subjectindividualni obrazovni plansr
dc.titleInclusive education: From legislation to implementationen
dc.titleInkluzivno obrazovanje - od zakonske regulative do praktične realizacijesr
dc.typearticle
dc.rights.licenseBY-NC-ND
dc.citation.epage247
dc.citation.issue1
dc.citation.other39(1): 231-247
dc.citation.spage231
dc.citation.volume39
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/120/244.pdf
dc.identifier.rcubconv_175
dc.type.versionpublishedVersion


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record