Ученици са развојним сметњама у новој школи по мери детета

Abstract

Over the past two decades the inclusive education movement has developed in the world, highly recognizing individual differences of students with developmental difficulties, and this should be followed up in Serbia, depending on our possibilities and conditions. That complex task leads us to considerations of features to be comprised by new, contemporary educational system that meets special needs and recognizes individual differences severely displayed by students with developmental difficulties. Individual differences, conditioned by the type of developmental difficulty, can create communicative, intellectual, emotional and social impediments in students with various types of developmental difficulties. The characteristics to be present in new educational system of children with developmental difficulties, except for tendency to inclusiveness, are as follows: flexibility, diversification, the outcomes not being exclusively focused on knowledge acquisition etc. We propose a new model of education that contains three parallel options: inclusive, partially inclusive and special, each branching into various sub-variants. The application of this model requires thorough further training of teachers and associates in regular programs, programs for developing tolerance and eliminating biases, great changes in regular and special programs as well as special educator training.