Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija - stanje, problemi i perspektive
The development of inclusive education with regard to teacher competencies: Current situation, problems and perspectives
Apstrakt
This paper aims to point out the importance of acquiring and developing teacher competencies for work with children with disabilities in an inclusive educational environment. After providing an overview of educational inclusion as the goal and content of current reform processes both in Serbia and around the world, the paper examines this process from the standpoint of teachers and their inclusion competencies. An insight into different studies and research results on teachers' roles, attitudes and competencies indicates that educational inclusion in our country has not taken hold to a sufficient extent, and that teachers express serious doubts regarding their competencies to work with children from sensitive social groups. In practice, teachers, as well as students of teacher education faculties are not sufficiently familiar with the fundamental principles of the inclusive approach to education, and emphasize that they are more ready to work with children with mild disabilities. On th...e other hand, they are of the opinion that children with multiple disabilities should be educated in specialized institutions. In conclusion, the development of the concept and practice of inclusive education will require serious interventions, both in terms of initial teacher education, and in terms of promoting their role in the contemporary education system for children with disabilities.
Cilj rada je da se ukaže na značaj razvoja i sticanja nastavničkih kompetencija za rad sa decom sa smetnjama i teškoćama u razvoju u inkluzivnom obrazovnom okruženju. U radu se, nakon osvrta na inkluziju u obrazovanju kao cilju i sadržaju aktuelnih reformskih procesa kod nas i u svetu, taj proces razmatra iz ugla nastavnika i njegovih kompetencija za inkluziju. Uvid u studije i rezultate istraživanja o ulogama, stavovima i kompetencijama nastavnika ukazuje da proces inkluzije u našoj zemlji još nije dovoljno zaživeo i da nastavnici ispoljavaju ozbiljne sumnje u svoje kompetencije za rad sa decom iz osetljivih društvenih grupa. Nastavnici u praksi, kao i studenti nastavničkih fakulteta, nemaju jasan doživljaj suštine inkluzivnog pristupa u obrazovanju i ističu da su spremniji za rad sa decom sa lakšim oblicima smetnji, dok obrazovanje dece sa višestrukim smetnjama treba da se odvija u specijalizovanim ustanovama. U cilju razvoja ideje i prakse inkluzivnog obrazovanja, neophodno je uradi...ti ozbiljne intervencije kako na planu inicijalnog obrazovanja nastavnika tako i na planu promovisanja njihove uloge u savremenom sistemu obrazovanja dece sa smetnjama i teškoćama u razvoju.
Ključne reči:
inclusive education / children with disabilities / teacher competencies / inkluzivno obrazovanje / deca sa smetnjama u razvoju / kompetencije nastavnikaIzvor:
Zbornik radova Pedagoškog fakulteta, Užice, 2020, 22, 85-100Izdavač:
- Univerzitet u Kragujevcu - Pedagoški fakultet, Užice
Finansiranje / projekti:
- Kreiranje Protokola za procenu edukativnih potencijala dece sa smetnjama u razvoju kao kriterijuma za izradu individualnih obrazovnih programa (RS-179025)
- Socijalna participacija osoba sa intelektualnom ometenošću (RS-179017)
Institucija/grupa
rFASPERTY - JOUR AU - Jablan, Branka AU - Maksimović, Jasna PY - 2020 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/1253 AB - This paper aims to point out the importance of acquiring and developing teacher competencies for work with children with disabilities in an inclusive educational environment. After providing an overview of educational inclusion as the goal and content of current reform processes both in Serbia and around the world, the paper examines this process from the standpoint of teachers and their inclusion competencies. An insight into different studies and research results on teachers' roles, attitudes and competencies indicates that educational inclusion in our country has not taken hold to a sufficient extent, and that teachers express serious doubts regarding their competencies to work with children from sensitive social groups. In practice, teachers, as well as students of teacher education faculties are not sufficiently familiar with the fundamental principles of the inclusive approach to education, and emphasize that they are more ready to work with children with mild disabilities. On the other hand, they are of the opinion that children with multiple disabilities should be educated in specialized institutions. In conclusion, the development of the concept and practice of inclusive education will require serious interventions, both in terms of initial teacher education, and in terms of promoting their role in the contemporary education system for children with disabilities. AB - Cilj rada je da se ukaže na značaj razvoja i sticanja nastavničkih kompetencija za rad sa decom sa smetnjama i teškoćama u razvoju u inkluzivnom obrazovnom okruženju. U radu se, nakon osvrta na inkluziju u obrazovanju kao cilju i sadržaju aktuelnih reformskih procesa kod nas i u svetu, taj proces razmatra iz ugla nastavnika i njegovih kompetencija za inkluziju. Uvid u studije i rezultate istraživanja o ulogama, stavovima i kompetencijama nastavnika ukazuje da proces inkluzije u našoj zemlji još nije dovoljno zaživeo i da nastavnici ispoljavaju ozbiljne sumnje u svoje kompetencije za rad sa decom iz osetljivih društvenih grupa. Nastavnici u praksi, kao i studenti nastavničkih fakulteta, nemaju jasan doživljaj suštine inkluzivnog pristupa u obrazovanju i ističu da su spremniji za rad sa decom sa lakšim oblicima smetnji, dok obrazovanje dece sa višestrukim smetnjama treba da se odvija u specijalizovanim ustanovama. U cilju razvoja ideje i prakse inkluzivnog obrazovanja, neophodno je uraditi ozbiljne intervencije kako na planu inicijalnog obrazovanja nastavnika tako i na planu promovisanja njihove uloge u savremenom sistemu obrazovanja dece sa smetnjama i teškoćama u razvoju. PB - Univerzitet u Kragujevcu - Pedagoški fakultet, Užice T2 - Zbornik radova Pedagoškog fakulteta, Užice T1 - Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija - stanje, problemi i perspektive T1 - The development of inclusive education with regard to teacher competencies: Current situation, problems and perspectives EP - 100 IS - 22 SP - 85 DO - 10.5937/ZRPFU2022084J ER -
@article{ author = "Jablan, Branka and Maksimović, Jasna", year = "2020", abstract = "This paper aims to point out the importance of acquiring and developing teacher competencies for work with children with disabilities in an inclusive educational environment. After providing an overview of educational inclusion as the goal and content of current reform processes both in Serbia and around the world, the paper examines this process from the standpoint of teachers and their inclusion competencies. An insight into different studies and research results on teachers' roles, attitudes and competencies indicates that educational inclusion in our country has not taken hold to a sufficient extent, and that teachers express serious doubts regarding their competencies to work with children from sensitive social groups. In practice, teachers, as well as students of teacher education faculties are not sufficiently familiar with the fundamental principles of the inclusive approach to education, and emphasize that they are more ready to work with children with mild disabilities. On the other hand, they are of the opinion that children with multiple disabilities should be educated in specialized institutions. In conclusion, the development of the concept and practice of inclusive education will require serious interventions, both in terms of initial teacher education, and in terms of promoting their role in the contemporary education system for children with disabilities., Cilj rada je da se ukaže na značaj razvoja i sticanja nastavničkih kompetencija za rad sa decom sa smetnjama i teškoćama u razvoju u inkluzivnom obrazovnom okruženju. U radu se, nakon osvrta na inkluziju u obrazovanju kao cilju i sadržaju aktuelnih reformskih procesa kod nas i u svetu, taj proces razmatra iz ugla nastavnika i njegovih kompetencija za inkluziju. Uvid u studije i rezultate istraživanja o ulogama, stavovima i kompetencijama nastavnika ukazuje da proces inkluzije u našoj zemlji još nije dovoljno zaživeo i da nastavnici ispoljavaju ozbiljne sumnje u svoje kompetencije za rad sa decom iz osetljivih društvenih grupa. Nastavnici u praksi, kao i studenti nastavničkih fakulteta, nemaju jasan doživljaj suštine inkluzivnog pristupa u obrazovanju i ističu da su spremniji za rad sa decom sa lakšim oblicima smetnji, dok obrazovanje dece sa višestrukim smetnjama treba da se odvija u specijalizovanim ustanovama. U cilju razvoja ideje i prakse inkluzivnog obrazovanja, neophodno je uraditi ozbiljne intervencije kako na planu inicijalnog obrazovanja nastavnika tako i na planu promovisanja njihove uloge u savremenom sistemu obrazovanja dece sa smetnjama i teškoćama u razvoju.", publisher = "Univerzitet u Kragujevcu - Pedagoški fakultet, Užice", journal = "Zbornik radova Pedagoškog fakulteta, Užice", title = "Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija - stanje, problemi i perspektive, The development of inclusive education with regard to teacher competencies: Current situation, problems and perspectives", pages = "100-85", number = "22", doi = "10.5937/ZRPFU2022084J" }
Jablan, B.,& Maksimović, J.. (2020). Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija - stanje, problemi i perspektive. in Zbornik radova Pedagoškog fakulteta, Užice Univerzitet u Kragujevcu - Pedagoški fakultet, Užice.(22), 85-100. https://doi.org/10.5937/ZRPFU2022084J
Jablan B, Maksimović J. Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija - stanje, problemi i perspektive. in Zbornik radova Pedagoškog fakulteta, Užice. 2020;(22):85-100. doi:10.5937/ZRPFU2022084J .
Jablan, Branka, Maksimović, Jasna, "Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija - stanje, problemi i perspektive" in Zbornik radova Pedagoškog fakulteta, Užice, no. 22 (2020):85-100, https://doi.org/10.5937/ZRPFU2022084J . .