Standardi i indikatori inkluzivnog obrazovanja

Abstract

Na početku ovog rada predstavljena je klasifikacija OECD smetnji i teškoća u razvoju po kategorijama kako je to urađeno u nekim zemljama Evropske unije tj. kroz opšte kategorije ometenosti ABC ili 3D. Zatim sledi definisanje ometenosti u Srbiji. Analizom zakona pojedinih zemalja Evropske unije pokušali smo da dobijemo sliku mera podrške, kadrovskih rešenja i načina finansiranja redovnih škola u kojima su deca sa smetnjama u razvoju. U daljem tekstu, pokušali smo da kroz zakonsku regulativu, ali i rezultate istraživanja steknemo uvid u mere podrške koje se pružaju deci sa smetnjama u razvoju u redovnim školama u Srbiji. Na osnovu ovih analiza razmatrali smo pojmovno određenje standarda, tipove standarda, predlog minimalnih standarda i potrebe za definisanjem minimalnih standarda za obrazovanje dece sa smetnjama u razvoju u redovnim školama. Na kraju rada, predložili smo standarde i indikatore za obrazovanje učenika sa smetnjama u razvoju u redovnoj školi.

In the beginning of article classification made by OECD of the children with disabilities, difficulties and disadvantages in some countries of European Union is presented e.g. General category of disabilities ABC or 3D. After that we present definition of disabilities in Serbia. Analyzing the legal frame in some European Union Counties we try to make a picture of support factors, experts and finance of the children with disabilities in regular school. In the following text, we try to analyze legal frame and explain results of investigation to define support factors for the children with disabilities in regular school in Serbia. Based on analyses, we consider standards, type of standards, minimal standards for the education of children with disabilities in regular school. At the end we suggest standards and indicators for education of children with disabilities in regular school.