Pisano izražavanje: kompetencije učenika sa smetnjama u razvoju u razrednoj nastavi

Abstract

The goal of Jelena Stevanović, Emilija Lazarević and Jadranka Milošević’s paper, Written Expression: the Competences of Pupils with Developmental Disabilities in the First Four Grades, was to research class teachers’ opinions on the inclusive education of children with developmental disabilities in the field of written expression, i.e. Serbian language classes. Those teachers believe that in the field of written expression pupils with disabilities should acquire knowledge and skills related to the basic level when considering the standards for the end of the first cycle of compulsory education in the Serbian language. However, experience from school practice shows that pupils with developmental disabilities cannot successfully and completely master the majority of competences which are predicted by prescribed achievement levels. The obtained findings suggest that during training on the implementation of inclusive education, class teachers should be given special training for the implementation of contents for the Serbian language, and that special programs which would focus on the improvement of the basic competences of pupils with developmental disabilities in the field of written expression should be designed.