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The concept of inclusive education in the master’s degree curriculum in Montenegro

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2016
The_concept_of_inclusive_education_2016.pdf (1.657Mb)
Authors
Novović, Tatjana
Contributors
Gutvajn, Nikoleta
Vujačić, Milja
Book part (Published version)
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Abstract
On the basis of recent structural and functional changes in the Montenegrin education system, with a special focus on the concept of inclusion, in her paper The concept of inclusive education in the master’s degree curriculum in Montenegro, Tatjana Novović analyzes high school programmes for teacher training in Montenegro. Almost twenty years since the inclusive concept was implemented in the Montenegrin education system, with substantial changes in teaching practice and education legislation, the problem of vertical discontinuity in the system is still significant, i.e. there is a lack of coherence and compatibility between primary, secondary and tertiary education. The lack of a continual exchange of practical experiences and obtained knowledge about the benefits and marked challenges among all systemic institutional participants, creating a fluid field of inclusive context in Montenegro, induces discontinuity and actualises "old" questions about the purpose and functionali...ty of previous courses of development of this concept in all education segments.

Keywords:
Montenegrin education system / concept of inclusion / inclusion / education system / high school / programmes for teacher training
Source:
Challenges and perspectives of inclusive education, 2016, 173-182
Publisher:
  • Belgrade : Institute for Educational Research
  • Belgrade : Faculty of Teacher Education
  • Volgograd : Volgograd State Socio-Pedagogical University
Funding / projects:
  • From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)
  • Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)
Note:
  • Collection name : Library „PEDAGOŠKA TEORIJA I PRAKSA” 42

ISBN: 978-86-7447-128-9

[ Google Scholar ]
URI
http://ipir.ipisr.org.rs/handle/123456789/633
Collections
  • Biblioteka "Pedagoška teorija i praksa"
Institution/Community
IPI
TY  - CHAP
AU  - Novović, Tatjana
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/633
AB  - On the basis of recent structural and functional changes in the Montenegrin education system,
with a special focus on the concept of inclusion, in her paper The concept of inclusive education in the
master’s degree curriculum in Montenegro, Tatjana Novović analyzes high school programmes for
teacher training in Montenegro. Almost twenty years since the inclusive concept was implemented
in the Montenegrin education system, with substantial changes in teaching practice and education
legislation, the problem of vertical discontinuity in the system is still significant, i.e. there is a
lack of coherence and compatibility between primary, secondary and tertiary education. The lack
of a continual exchange of practical experiences and obtained knowledge about the benefits and
marked challenges among all systemic institutional participants, creating a fluid field of inclusive
context in Montenegro, induces discontinuity and actualises "old" questions about the purpose and
functionality of previous courses of development of this concept in all education segments.
PB  - Belgrade : Institute for Educational Research
PB  - Belgrade : Faculty of Teacher Education
PB  - Volgograd : Volgograd State Socio-Pedagogical University
T2  - Challenges and perspectives of inclusive education
T1  - The concept of inclusive education in the master’s degree curriculum in Montenegro
EP  - 182
SP  - 173
ER  - 
@inbook{
author = "Novović, Tatjana",
year = "2016",
abstract = "On the basis of recent structural and functional changes in the Montenegrin education system,
with a special focus on the concept of inclusion, in her paper The concept of inclusive education in the
master’s degree curriculum in Montenegro, Tatjana Novović analyzes high school programmes for
teacher training in Montenegro. Almost twenty years since the inclusive concept was implemented
in the Montenegrin education system, with substantial changes in teaching practice and education
legislation, the problem of vertical discontinuity in the system is still significant, i.e. there is a
lack of coherence and compatibility between primary, secondary and tertiary education. The lack
of a continual exchange of practical experiences and obtained knowledge about the benefits and
marked challenges among all systemic institutional participants, creating a fluid field of inclusive
context in Montenegro, induces discontinuity and actualises "old" questions about the purpose and
functionality of previous courses of development of this concept in all education segments.",
publisher = "Belgrade : Institute for Educational Research, Belgrade : Faculty of Teacher Education, Volgograd : Volgograd State Socio-Pedagogical University",
journal = "Challenges and perspectives of inclusive education",
booktitle = "The concept of inclusive education in the master’s degree curriculum in Montenegro",
pages = "182-173"
}
Novović, T.. (2016). The concept of inclusive education in the master’s degree curriculum in Montenegro. in Challenges and perspectives of inclusive education
Belgrade : Institute for Educational Research., 173-182.
Novović T. The concept of inclusive education in the master’s degree curriculum in Montenegro. in Challenges and perspectives of inclusive education. 2016;:173-182..
Novović, Tatjana, "The concept of inclusive education in the master’s degree curriculum in Montenegro" in Challenges and perspectives of inclusive education (2016):173-182.

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