Perspective Chapter: Individual Support Services in Inclusive Education – Pros et Contras (Polemic)
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Inclusive education needs constant support for its development and improvement.
It is a long and demanding process that requires many changes, both in society and
its attitude toward the rights and needs of all children to education, as well as in the
management of the education system, which certainly implies the provision of various
forms of support for inclusive education. From the position of an approach based on
human rights, requirements move in the direction of the complete derogation of all
segregated environments for children with disabilities; such attitudes are not emphasized on positive experiences in segregation (separate and stimulating education of the
gifted, for example). We cannot ignore the need for children with different abilities for
additional educational support. But is it reasonable to expect that teachers can respond
to all the challenges that inclusive education sets before them in the context of the
requirement to adapt the approach to the needs of... each child? In polemic, we discuss
the power and weakness of mainstream schools to respond to the requirements of the
modern concept of inclusive education for all children and the need to keep professional individual educational support services for children who need them.
Кључне речи:
inclusive education / polemic / human-rights approach / disabilities / giftedness / mainstream settings / individual support servicesИзвор:
Inclusive Pedagogy in Contemporary Education, 2023Издавач:
- IntechOpen
Институција/група
rFASPERTY - CHAP AU - Šćepanović, Marinela AU - Nikolić, Snežana AU - Mitrović, Nebojša PY - 2023 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/5424 AB - Inclusive education needs constant support for its development and improvement. It is a long and demanding process that requires many changes, both in society and its attitude toward the rights and needs of all children to education, as well as in the management of the education system, which certainly implies the provision of various forms of support for inclusive education. From the position of an approach based on human rights, requirements move in the direction of the complete derogation of all segregated environments for children with disabilities; such attitudes are not emphasized on positive experiences in segregation (separate and stimulating education of the gifted, for example). We cannot ignore the need for children with different abilities for additional educational support. But is it reasonable to expect that teachers can respond to all the challenges that inclusive education sets before them in the context of the requirement to adapt the approach to the needs of each child? In polemic, we discuss the power and weakness of mainstream schools to respond to the requirements of the modern concept of inclusive education for all children and the need to keep professional individual educational support services for children who need them. PB - IntechOpen T2 - Inclusive Pedagogy in Contemporary Education T1 - Perspective Chapter: Individual Support Services in Inclusive Education – Pros et Contras (Polemic) DO - http://dx.doi.org/10.5772/intechopen.114080 ER -
@inbook{ author = "Šćepanović, Marinela and Nikolić, Snežana and Mitrović, Nebojša", year = "2023", abstract = "Inclusive education needs constant support for its development and improvement. It is a long and demanding process that requires many changes, both in society and its attitude toward the rights and needs of all children to education, as well as in the management of the education system, which certainly implies the provision of various forms of support for inclusive education. From the position of an approach based on human rights, requirements move in the direction of the complete derogation of all segregated environments for children with disabilities; such attitudes are not emphasized on positive experiences in segregation (separate and stimulating education of the gifted, for example). We cannot ignore the need for children with different abilities for additional educational support. But is it reasonable to expect that teachers can respond to all the challenges that inclusive education sets before them in the context of the requirement to adapt the approach to the needs of each child? In polemic, we discuss the power and weakness of mainstream schools to respond to the requirements of the modern concept of inclusive education for all children and the need to keep professional individual educational support services for children who need them.", publisher = "IntechOpen", journal = "Inclusive Pedagogy in Contemporary Education", booktitle = "Perspective Chapter: Individual Support Services in Inclusive Education – Pros et Contras (Polemic)", doi = "http://dx.doi.org/10.5772/intechopen.114080" }
Šćepanović, M., Nikolić, S.,& Mitrović, N.. (2023). Perspective Chapter: Individual Support Services in Inclusive Education – Pros et Contras (Polemic). in Inclusive Pedagogy in Contemporary Education IntechOpen.. https://doi.org/http://dx.doi.org/10.5772/intechopen.114080
Šćepanović M, Nikolić S, Mitrović N. Perspective Chapter: Individual Support Services in Inclusive Education – Pros et Contras (Polemic). in Inclusive Pedagogy in Contemporary Education. 2023;. doi:http://dx.doi.org/10.5772/intechopen.114080 .
Šćepanović, Marinela, Nikolić, Snežana, Mitrović, Nebojša, "Perspective Chapter: Individual Support Services in Inclusive Education – Pros et Contras (Polemic)" in Inclusive Pedagogy in Contemporary Education (2023), https://doi.org/http://dx.doi.org/10.5772/intechopen.114080 . .