Inkluzivno obrazovanje u Srbiji iz perspektive nastavnika osnovnih škola
Inclusive Education in Serbia from the Perspective of Primary School Teachers in Serbia
Autori
Vujačić, MiljaGutvajn, Nikoleta
Jelena, Stanišić
Ostala autorstva
Đević, RajkaGutvajn, Nikoleta
Poglavlje u monografiji (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
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.
Ključne reči:
primary school / education / Serbia / inclusive educationIzvor:
Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih, 2018, 43-60Izdavač:
- Beograd : Institut za pedagoška istraživanja
Finansiranje / projekti:
- Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu (RS-179034)
- Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije (RS-47008)
Napomena:
- Naziv zbirke: Biblioteka "Pedagoška teorija i praksa" 46
Institucija/grupa
IPITY - 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 UR - https://hdl.handle.net/21.15107/rcub_ipir_597 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", url = "https://hdl.handle.net/21.15107/rcub_ipir_597" }
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. https://hdl.handle.net/21.15107/rcub_ipir_597
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. https://hdl.handle.net/21.15107/rcub_ipir_597 .
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, https://hdl.handle.net/21.15107/rcub_ipir_597 .