@conference{
author = "Rapaić, Dragan and Stojković, Irena and Nedović, Goran and Ilić, Snežana",
year = "2009",
abstract = "Proces inkluzivnog obrazovanja u različitim zemljama praćen je suprotstavljenim
stavovima stručnjaka u pogledu tog procesa (Ainscow, 2006).
Neusaglašeni stavovi posledica su mnogih nedoumica i nesigurnosti u pogledu
efikasnosti inkluzivnog obrazovanja. Potrebno je sprovođenje empirijskih
studija u cilju razumevanja činilaca koji određuju ishode inkluzivnog
obrazovanja u različitim aspektima razvoja učenika sa smetnjama i drugih
učenika. Istraživanje o kome izveštavamo u ovom radu imalo je za cilj da
sagleda iskustva nastavnika i direktora redovnih škola u kojima se sprovodi
inkluzivno obrazovanje u saradnji sa specijalnom školom “Milan Petrović”
iz Novog Sada. Dobijeni podaci ukazuju da su glavne teškoće sa kojima se
susreću redovne škole u inkluzivnom procesu nepostojanje jasnih smernica
za određivanje ciljeva obrazovanja za učenike sa smetnjama u razvoju, nepoznavanje
metoda rada i kriterijuma vrednovanja obrazovnog postignuća
ovih učenika. Ispitani nastavnici i direktori, kao preporuke za unapređenje
procesa inkluzivnog obrazovanja, navode saradnju između redovnih i škola
za decu sa smetnjama u razvoju, dodatnu edukaciju nastavnika redovnih
škola i zapošljavanje specijalnih edukatora u okviru redovnih škola., The movement for inclusive education, which has been taking place in a number
of countries, has been accompanied by varied attitudes among professionals
(Ainscow, 2006). Controversy concerning inclusive education stems from many
dilemmas and uncertainties in regard to the efficacy of this model of education.
Empirical studies are needed in order to understand factors which determine
developmental outcomes of inclusive education for pupils with developmental
disorders and for other pupils. Present research was aimed to investigate the
experiences of regular school teachers and headmasters concerning inclusive
education process in their schools, which is supported by the cooperation with the special school “Milan Petrović”, Novi Sad. The results show that main
challenges of inclusive process in these schools are: lack of clear directions for
determination of objectives of pupils’ with developmental disorders education,
insufficient knowledge of teaching methods and of criteria for the evaluation
of academic achievement of children with developmental disorders among
regular school teachers. Teacher and headmasters from the sample give following
recommendations for further development of inclusive process: continuing
cooperation between regular and special schools, additional education of of
regular school teachers, employment of special educators in regular schools.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009",
title = "Deca sa smetnjama u razvoju u inkluzivnom procesu - iskustva i izazovi, Children with developmental disorders in the inclusive process - experiences and challenges",
pages = "434-417",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4516"
}
