The possibilities and limitations of the inclusion of children with developmental difficulties in regular primary schools

Abstract

This paper discusses the problem of inclusion of children with developmental difficulties in regular primary schools through obtaining an insight into basic possibilities and limitations of this process in our primary schools. In theoretical part of the paper, we dealt with theoretical starting points for the research, definition of concepts, terminology and classification of children with developmental difficulties and their position in the society. We provided an overview of different models of education for these children and legal documents supporting the inclusion. The problem of inclusive education was given special consideration and the situation in our country regarding the education of these children was presented. The basic aspects of inclusive education were analysed: attitudinal-value orientations towards these children, roles of teachers and peculiarities of instruction, interactions of children with developmental difficulties with their peers, and partnership between school and parents of these children. We provided an overview of similar research studies published in our country and the surroundings. In the second part of the paper, we presented the research whose goal was to establish the possibilities and limitations of the inclusion of children with developmental difficulties in regular primary schools based on studying the attitudes, experiences and opinions of teachers, principals, expert associates and parents of other children about this process, the implicit pedagogies of teachers and assessment of factors that can facilitate or aggravate this process. Dependent variables in the research are linked with the implementation of the pilotproject of inclusive education, educational profile, years of service, and educational level of parents. It is pointed out to the key possibilities and limitations of the inclusion of children with developmental difficulties in our schools. The results indicate that the pilotproject of inclusive education had a positive influence on attitudes of teachers and parents towards this process. Recommendations for preparation of schools and teachers are provided, as well as the guidelines for further research in this area. The main practical implications of the research refer to the initial education of teachers and their further professional improvement in this field.

U radu se razmatra problem inkluzije dece sa teškoćama u razvoju u redovne osnovne škole, kroz sagledavanje osnovnih mogućnosti i ograničenja za ovaj proces u našim osnovnim školama. U teorijskom delu rada bavili smo se teorijskim polazištima istraživanja, pojmovnim određenjima, terminologijom i klasifikacijom dece sa teškoćama u razvoju i njihovim položajem u društvu. Dat je prikaz različitih modela obrazovanja ove dece i pravnih dokumenata koji podržavaju inkluziju. Posebno je razmotren problem inkluzivnog obrazovanja i prikazano je stanje u našoj zemlji u pogledu obrazovanja ove dece. Analizirani su osnovni aspekti inkluzivnog obrazovanja: stavovsko-vrednosne orjentacije prema ovoj deci, uloge nastavnika i specifičnosti nastave, interakcije dece sa teškoćama u razvoju i vršnjaka i partnerstvo škole i roditelja dece sa teškoćama u razvoju. Dat je prikaz srodnih istraživanja obavljenih u našoj zemlji i okruženju. U drugom delu rada prikazano je istraživanja koje je za cilj imalo utvđivanje mogućnosti i ograničenja uključivanja dece sa teškoćama u razvoju u redovne osnovne škole na osnovu ispitivanja stavova, iskustava i mišljenja učitelja, nastavnika, direktora, stručnih saradnika i roditelja ostale dece o ovom procesu, implicitnih pedagogija nastavnika i procena faktora koji mogu da olakšaju ili otežaju ovaj proces. Zavisne varijable istraživanja su dovedene u vezu sa realizacijom pilot-projekta inkluzivnog obrazovanja, obrazovnim profilom, dužinom radnog staža i obrazovnim nivoom roditelja. Ukazano je na ključne mogućnosti i ograničenja za uključivanje dece sa teškoćama u razvoju u našim školama. Rezultati ukazuju na to da je pilot-projekat inkluzivnog obrazovanja imao pozitivan uticaj na stavove nastavnika i roditelja prema ovom procesu. Date su preporuke za pripremu škola i nastavnika kao i smernice za dalja istraživanja u ovoj oblasti. Glavne praktične implikacije istraživanja odnose se na inicijalno obrazovanje nastavnika i njihovo dalje stručno usavršavanje u ovoj oblasti.