Problemi primene inkluzivnog obrazovanja dece sa smetnjama u razvoju u republici Srbiji

Abstract

Earlier forms of education for children with developmental disabilities included education in special schools or specially formed classes within regular schools. These models of education of children with motor impairments significantly exclude the most important item of rehabilitation of children with developmental disabilities, socialization. Understanding the importance of preparing children with motor impairments for functioning within the social community, there is a need to change the way children with disabilities are educated. As a comprehensive solution to the problem, the application of inclusive education is approached. This modern model of education and upbringing of children with motor impairments, in practice, encounters many problems that hinder the implementation of the educational process. Starting from the legal regulations of inclusive education, through the goals of educational work of children with disabilities, to the attitudes of regular school teachers and accessibility, applied inclusion in the Republic of Serbia does not meet the basic criteria for education of children with disabilities. The aim of this paper is to present the most common problems of practical implementation of inclusive education of children with motor impairments.

Raniji oblici školovanja dece ometene u razvoju podrazumevali su školovanje u specijalnim školama ili specijalno oformljenim razredima u okviru re- dovnih škola. Ovi modeli obrazovanja dece sa smetnjama u razvoju znatno isključuju najbitniju stavku rehabilitacije dece ometene u razvoju, odnosno socijalizaciju. Shvatanjem značaja pripreme dece sa smetnjama u razvoju za funkcionisanje u okviru društvene zajednice, pojavila se potreba za izmenom načina školovanja dece ometene u razvoju. Kao sveobuhvatno rešenje problema, pristupa se primeni inkluzivnog obrazovanja. Ovaj savremeni model obrazovanja i vaspitanja dece sa smetnjama u razvoju, u praksi nailazi na mnoge probleme koji otežavaju sprovođenje procesa. Počevši od zakonske regulative inkluziv- nog obrazovanja, preko ciljeva vaspitno-obrazovnog rada za decu sa smetnjama, do stavova nastavnika redovnih škola i same prisupačnosti, primenjena inkluzija u Republici Srbiji ne ispunjava osnovne kriterijume obrazovanja dece sa smetnjama u razvoju. Cilj rada je da se prikažu najučestaliji problemi praktične primene inkluziv- nog obrazovanja dece sa smetnjama u razvoju.