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

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.