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Inkluzivno obrazovanje u Srbiji iz perspektive nastavnika osnovnih škola

Inclusive Education in Serbia from the Perspective of Primary School Teachers in Serbia

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2018
Inkluzivno_obrazovanje_u_Srbiji_2018.pdf (5.693Mb)
Authors
Vujačić, Milja
Gutvajn, Nikoleta
Jelena, Stanišić
Contributors
Đević, Rajka
Gutvajn, Nikoleta
Book part (Published version)
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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 we...ll 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.

Keywords:
primary school / education / Serbia / inclusive education
Source:
Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih, 2018, 43-60
Publisher:
  • Beograd : Institut za pedagoška istraživanja
Funding / projects:
  • From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)
  • Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)
Note:
  • Naziv zbirke: Biblioteka "Pedagoška teorija i praksa" 46

ISBN: 978-86-7447-140-1

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_ipir_597
URI
http://ipir.ipisr.org.rs/handle/123456789/597
Collections
  • Radovi istraživača / Researchers’ publications
  • Biblioteka "Pedagoška teorija i praksa"
Institution/Community
IPI
TY  - CHAP
AU  - Vujačić, Milja
AU  - Gutvajn, Nikoleta
AU  - Jelena, Stanišić
PY  - 2018
UR  - http://ipir.ipisr.org.rs/handle/123456789/597
AB  - 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.
PB  - Beograd : Institut za pedagoška istraživanja
T2  - Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih
T1  - Inkluzivno obrazovanje u Srbiji iz perspektive nastavnika osnovnih škola
T1  - Inclusive Education in Serbia from the Perspective of Primary School Teachers in Serbia
EP  - 60
SP  - 43
ER  - 
@inbook{
author = "Vujačić, Milja and Gutvajn, Nikoleta and Jelena, Stanišić",
year = "2018",
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.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih",
booktitle = "Inkluzivno obrazovanje u Srbiji iz perspektive nastavnika osnovnih škola, Inclusive Education in Serbia from the Perspective of Primary School Teachers in Serbia",
pages = "60-43"
}
Vujačić, M., Gutvajn, N.,& Jelena, S.. (2018). Inkluzivno obrazovanje u Srbiji iz perspektive nastavnika osnovnih škola. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih
Beograd : Institut za pedagoška istraživanja., 43-60.
Vujačić M, Gutvajn N, Jelena S. Inkluzivno obrazovanje u Srbiji iz perspektive nastavnika osnovnih škola. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih. 2018;:43-60..
Vujačić, Milja, Gutvajn, Nikoleta, Jelena, Stanišić, "Inkluzivno obrazovanje u Srbiji iz perspektive nastavnika osnovnih škola" in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih (2018):43-60.

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