Inkluzivno obrazovanje u Srbiji iz perspektive nastavnika osnovnih škola

Abstract

The paper Inclusive Education in Serbia from the Perspective of Primary School Teachers in Serbia written by Milja Vujačić, Nikoleta Gutvajn and Jelena Stanišić focuses on a review of teachers’ approaches towards inclusive education through an analysis of their opinions on: a) inclusive education as an idea, b) the achievement of inclusive education in practice, c) the ways in which inclusive education is presented in our country’s educational policy, d) the training they underwent in this field, e) the problems and difficulties they face in the realisation of inclusive education and f) recommendations for the further development of inclusive education in Serbia. It was concluded that teachers’ opinions of inclusive education in Serbia are generally negative. Even though teachers emphasise the humane aspect of this idea, their replies indicate negative perceptions regarding the realisation of inclusive education in practice. Insufficient and inadequate teacher training, as well as a lack of quality support from experts and schools in general, present the key problem for the essential acceptance of this idea on the part of teachers and the successful realisation of inclusive education in practice. The authors point out the need to improve the support system for the implementation of inclusive education which would enable the adoption of the values and competences of inclusive education, the provision of continuous support to practitioners, as well as inter-departmental cooperation which would significantly contribute to changing teachers’ relation to the idea and practice of inclusive education.