Inclusive education : Theory and practice

Abstract

The paper discusses theoretical bases of inclusive education which has become, of Summary lately, prioritised in all countries that are entering or have already started the reform process of their education systems. Explanations are given of some currently used terms related to education of children with special needs as well of those terms which seem to be outdated and fading away. By presenting different models that have appeared since 1960s, highlighted is the difference between the concepts of integration and inclusion, as well as the benefits for all the participants that inclusive education offers. Despite its numerous advantages, the process of introducing inclusive education progresses slowly and with difficulties in many countries. Inclusion of children with special needs in regular schools is influenced by a number of factors, some of which present serious obstacles. Yet, having in mind how important it is for children with special needs to start their education as early as possible, we paid special attention to the possibilities and requirements necessary for including these children in preschool institutions. A successful inclusion of children with special needs can be achieved by student-centred programmes, by developing a positive attitude towards these children among regular students and teachers, by a continuous cooperation with parents, and by establishing a team for monitoring and stimulating the development of these children.

U ovom radu razmatraju se teorijske osnove inkluzivnog obrazovanja, koje je poslednjih decenija izuzetno aktuelno u svim društvima koja ulaze ili su već ušla u proces reforme obrazovnog sistema. Objašnjeni su određeni termini koji se trenutno koriste, kao i oni koji su prevaziđeni, a odnose se na decu s posebnim potrebama. Prikazom različitih modela ili pristupa u obrazovanju dece sa posebnim potrebama, koji se javljaju od 1960-ih godina do danas ukazuje se na osnovne razlike između integracije i inkluzije, kao i na koristi koje od inkluzije imaju svi njeni učesnici. Uprkos brojnim prednostima, proces uvođenja inkluzivnog obrazovanja u mnogim zemljama odvija se veoma teško i sporo. Na uključivanje dece sa posebnim potrebama u redovne vaspitno-obrazovne programe utiču, brojni činioci, koji često predstavljaju ozbiljne prepreke. Imajući u vidu značaj ranog obrazovanja dece sa posebnim potrebama, posebna pažnja je posvećena mogućnostima i pretpostavkama za njihovo uključivanje u predškolske ustanove. Uspešno uključivanje dece sa posebnim potrebama moguće je ostvariti u programima usmerenim na dete pozitivnim odnosom vršnjaka i vaspitača prema deci sa posebnim potrebama saradnja sa roditeljima i formiranjem tima za praćenje i podsticanje razvoja deteta.