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Особенности и предпосылки развития инклюзивной школьной практики

dc.creatorHebib, Emina
dc.creatorAntonijević, Radovan
dc.creatorRatković, Marija
dc.date.issued2019
dc.identifier.issn0547-3330
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/734
dc.description.abstractU savremenim školskim sistemima već nekoliko decenija odvijaju se reformski procesi sa ciljem implementacije modela inkluzivnog obrazovanja u školsku praksu. Pošto je razvoj inkluzivne školske prakse determinisan obeležjima političkog, ekonomskog, kulturnog i istorijskog konteksta određene zemlje, reforma školskog sistema u skladu s ideologijom inkluzivnog obrazovanja jedan je od najvećih izazova u praksi funkcionisanja savremenih školskih sistema. Iz tog razloga važno je sagledati osnovne odlike inkluzivne školske prakse, kao i pretpostavke koje je potrebno obezbediti da bi se ona uspešno razvijala. U radu se, nakon datih napomena o teorijskim polazištima, politici i praksi inkluzivnog obrazovanja, analizira pitanje diferencijacije i individualizacije nastave u inkluzivnom obrazovnom kontekstu. Polazeći od toga da je nastava središnji segment školskog rada, odlike nastave u inkluzivnom kontekstu posmatraju se i tumače kao osnovne odlike inkluzivne školske prakse. Pored kvaliteta rada nastavnika, kao pretpostavke razvoja inkluzivne školske prakse posebno su izdvojene i analizirane inkluzivna politika školskog rada i inkluzivna školska kultura. U zaključnom osvrtu naglašava se da su orijentacija školskog sistema i društvena orijentacija ka filozofiji inkluzivnog obrazovanja osnovni preduslov razvoja inkluzivne školske prakse i determinante njenog kvaliteta.sr
dc.description.abstractReform processes in contemporary education systems taking place over the last few decades have aimed to implement a model of inclusive education in schools. Since the development of inclusive school practice is determined by a country's political, economic, cultural and historical context, school system reform in line with the ideology of inclusive education is one of the greatest challenges in the functioning of contemporary school systems. It is therefore important to consider the key characteristics of inclusive school practice, and the requirements that need to be met for the practice to be successful. The paper begins with an overview of the theoretical foundations, policies and practice of inclusive education, and then goes on to analyze the question of instruction differentiation and individualization in an inclusive educational context. Starting from the position that instruction is the central segment of school education, the characteristics of instruction in an inclusive context are considered and interpreted as the key characteristics of inclusive school practice. In addition to the quality of teaching, other requirements for the development of inclusive school practice that are singled out and analyzed are inclusive policy of school work and inclusive school culture. The concluding section emphasizes that the orientation of the school system and social orientation towards the philosophy of inclusive education are the basic requirements for the development of inclusive school practice and the determinants of its quality.en
dc.publisherBeograd : Pedagoško društvo Srbije
dc.publisherBeograd : Filozofski fakultet - Institut za pedagogiju i andragogiju
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179060/RS//
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceNastava i vaspitanje
dc.subjectinkluzivna školska praksasr
dc.subjectinkluzivna školska kulturasr
dc.subjectinkluzivna politika školskog radasr
dc.subjectindividualizacija nastavesr
dc.subjectdiferencijacija nastavesr
dc.subjectинклюзивная школьная практикаRUS
dc.subjectдифференциация обученияRUS
dc.subjectиндивидуализация обученияRUS
dc.subjectполитика инклюзивной школьной работыRUS
dc.subjectинклюзивная школьная культураRUS
dc.subjectindividualized instructionen
dc.subjectinclusive school practiceen
dc.subjectinclusive school cultureen
dc.subjectinclusive education policyen
dc.subjectdifferentiated instructionen
dc.titleOdlike i pretpostavke razvoja inkluzivne školske praksesr
dc.titleОсобенности и предпосылки развития инклюзивной школьной практикиru
dc.titleThe development of inclusive school practice: Characteristics and requirementsen
dc.titleОдлике и претпоставке развоја инклузивне школске праксе
dc.typearticle
dc.rights.licenseBY-SA
dc.citation.epage329
dc.citation.issue3
dc.citation.other68(3): 315-329
dc.citation.rankM51
dc.citation.spage315
dc.citation.volume68
dc.identifier.doi10.5937/nasvas1903315H
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/2234/Odlike_i_pretpostavke_razvoja_2019.pdf
dc.type.versionpublishedVersion


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