Inclusive education: From legislation to implementation
Inkluzivno obrazovanje - od zakonske regulative do praktične realizacije
Abstract
This 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 ar...e 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.
U 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 ov...aj 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.
Keywords:
inclusive education / legislation / teachers' opinions and experiences / individual education plan / inkluzivno obrazovanje / zakonska regulativa / mišljenja i iskustva učitelja / individualni obrazovni planSource:
Teme, 2015, 39, 1, 231-247Publisher:
- Univerzitet u Nišu, Niš
Collections
Institution/Community
IPITY - JOUR AU - Vujačić, Milja AU - Lazarević, Emilija AU - Đević, Rajka PY - 2015 UR - http://ipir.ipisr.org.rs/handle/123456789/247 AB - This 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. AB - U 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. PB - Univerzitet u Nišu, Niš T2 - Teme T1 - Inclusive education: From legislation to implementation T1 - Inkluzivno obrazovanje - od zakonske regulative do praktične realizacije EP - 247 IS - 1 SP - 231 VL - 39 UR - https://hdl.handle.net/21.15107/rcub_ipir_247 ER -
@article{ author = "Vujačić, Milja and Lazarević, Emilija and Đević, Rajka", year = "2015", abstract = "This 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., U 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.", publisher = "Univerzitet u Nišu, Niš", journal = "Teme", title = "Inclusive education: From legislation to implementation, Inkluzivno obrazovanje - od zakonske regulative do praktične realizacije", pages = "247-231", number = "1", volume = "39", url = "https://hdl.handle.net/21.15107/rcub_ipir_247" }
Vujačić, M., Lazarević, E.,& Đević, R.. (2015). Inclusive education: From legislation to implementation. in Teme Univerzitet u Nišu, Niš., 39(1), 231-247. https://hdl.handle.net/21.15107/rcub_ipir_247
Vujačić M, Lazarević E, Đević R. Inclusive education: From legislation to implementation. in Teme. 2015;39(1):231-247. https://hdl.handle.net/21.15107/rcub_ipir_247 .
Vujačić, Milja, Lazarević, Emilija, Đević, Rajka, "Inclusive education: From legislation to implementation" in Teme, 39, no. 1 (2015):231-247, https://hdl.handle.net/21.15107/rcub_ipir_247 .