Challenges of democratisation: development of inclusive education in Serbia
Apstrakt
Educational reforms, as initiated in Serbia in 2001, were based on the concept of
quality education for all. This concept was put into practice as an inclusive approach
in 2010/11. Inclusive education has been defined as a provision of full support and
optimal environment for each student to be taught in the nearest school and in a
regular class. In this paper we review the achieved results in providing necessary
conditions for a successful implementation of the inclusive education, i.e., school
policy, preparation of teachers, building-up their attitudes and system of values, as
well as attitudes and system of values of other participants in the educational
process. It has been shown that educational institutions, teaching staff and other
participants in the educational process are fully aware of the need for an integrated
schooling of all children and accept the concept of inclusive education. However,
several shortcomings of the current inclusive education have been revea...led. They
are a consequence of the means it has been implemented, as well as socio-economic
conditions that affect the Serbian society and educational sector as its part.
Ključne reči:
Serbia / democratisation / education policy / inclusive practiceIzvor:
Education in one world : Perspectives from different Nations, 2013, 11, 209-215Izdavač:
- Bulgaria : Bulgarian Comparative Education Society
Finansiranje / projekti:
- Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji (RS-179060)
- Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije (RS-47008)
- From encouraging initiative, cooperation and creativity in education to new roles and identities in society” (No. 17034), financially supported by the Ministry of Education, Science, and Technological Development of the Republic of Serbia.
Institucija/grupa
IPITY - CHAP AU - Spasenović, Vera AU - Maksić, Slavica PY - 2013 UR - http://ipir.ipisr.org.rs/handle/123456789/741 AB - Educational reforms, as initiated in Serbia in 2001, were based on the concept of quality education for all. This concept was put into practice as an inclusive approach in 2010/11. Inclusive education has been defined as a provision of full support and optimal environment for each student to be taught in the nearest school and in a regular class. In this paper we review the achieved results in providing necessary conditions for a successful implementation of the inclusive education, i.e., school policy, preparation of teachers, building-up their attitudes and system of values, as well as attitudes and system of values of other participants in the educational process. It has been shown that educational institutions, teaching staff and other participants in the educational process are fully aware of the need for an integrated schooling of all children and accept the concept of inclusive education. However, several shortcomings of the current inclusive education have been revealed. They are a consequence of the means it has been implemented, as well as socio-economic conditions that affect the Serbian society and educational sector as its part. PB - Bulgaria : Bulgarian Comparative Education Society T2 - Education in one world : Perspectives from different Nations T1 - Challenges of democratisation: development of inclusive education in Serbia EP - 215 SP - 209 VL - 11 UR - https://hdl.handle.net/21.15107/rcub_ipir_741 ER -
@inbook{ author = "Spasenović, Vera and Maksić, Slavica", year = "2013", abstract = "Educational reforms, as initiated in Serbia in 2001, were based on the concept of quality education for all. This concept was put into practice as an inclusive approach in 2010/11. Inclusive education has been defined as a provision of full support and optimal environment for each student to be taught in the nearest school and in a regular class. In this paper we review the achieved results in providing necessary conditions for a successful implementation of the inclusive education, i.e., school policy, preparation of teachers, building-up their attitudes and system of values, as well as attitudes and system of values of other participants in the educational process. It has been shown that educational institutions, teaching staff and other participants in the educational process are fully aware of the need for an integrated schooling of all children and accept the concept of inclusive education. However, several shortcomings of the current inclusive education have been revealed. They are a consequence of the means it has been implemented, as well as socio-economic conditions that affect the Serbian society and educational sector as its part.", publisher = "Bulgaria : Bulgarian Comparative Education Society", journal = "Education in one world : Perspectives from different Nations", booktitle = "Challenges of democratisation: development of inclusive education in Serbia", pages = "215-209", volume = "11", url = "https://hdl.handle.net/21.15107/rcub_ipir_741" }
Spasenović, V.,& Maksić, S.. (2013). Challenges of democratisation: development of inclusive education in Serbia. in Education in one world : Perspectives from different Nations Bulgaria : Bulgarian Comparative Education Society., 11, 209-215. https://hdl.handle.net/21.15107/rcub_ipir_741
Spasenović V, Maksić S. Challenges of democratisation: development of inclusive education in Serbia. in Education in one world : Perspectives from different Nations. 2013;11:209-215. https://hdl.handle.net/21.15107/rcub_ipir_741 .
Spasenović, Vera, Maksić, Slavica, "Challenges of democratisation: development of inclusive education in Serbia" in Education in one world : Perspectives from different Nations, 11 (2013):209-215, https://hdl.handle.net/21.15107/rcub_ipir_741 .