Приказ основних података о документу
Barriers to inclusive education
Barijere u inkluzivnom obrazovanju
dc.creator | Bogner, Ivona | |
dc.creator | Jablan, Branka | |
dc.creator | Praštalo-Dimitrov, Bojana | |
dc.date.accessioned | 2021-06-09T14:03:22Z | |
dc.date.available | 2021-06-09T14:03:22Z | |
dc.date.issued | 2014 | |
dc.identifier.issn | 0354-8759 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/824 | |
dc.description.abstract | Based on the self-assessment results of the elementary schools students, teachers and parents, the aim of this study is to identify barriers to inclusive education and to define the factors that can promote inclusive process. 300 participants (n=300) were included in this examination: 100 elementary school students, 100 parents and 100 teachers. The results indicate that the participants identified following barriers to inclusive process: inaccessibility of schools to persons with sight, hearing and locomotion disabilities; unorganized transport for students who live far from school or students with disabilities and inability to use own language, audio materials or Braille machines. Participants believe that inclusive process can be improved by employing special education teachers and reducing the number of students in classrooms. Unfortunately, participants still think that students with disabilities should be segregated. | en |
dc.description.abstract | Cilj rada je prepoznavanje barijera u inkluzivnom obrazovanju i definisanje faktora koji mogu unaprediti inkluzivno obrazovanje dece sa teškoćama u razvoju na osnovu mišljenja i procene profesora razredne nastave, roditelja i učenika redovnih osnovnih škola. U istraživanju je učestvovalo 300 ispitanika: 100 profesora razredne nastave, 100 roditelja i 100 učenika redovnih osnovnih škola. Za potrebe istraživanja korišćen je Indeks inkluzivnosti. Rezultati pokazuju da su ispitanici naveli sledeće prepreke u inkluzivnom obrazovanju: nepristupačnost škola osobama sa oštećenjem vida, sluha i osobama sa motoričkim poremećajima; neorganizovan školski prevoz za učenike koji stanuju daleko od škola, nemogućnost korišćenja znakovnog jezika, audio zapisa i udžbenika na Brajevom pismu. Prema mišljenju ispitanika, unapređenje inkluzivnog procesa može se planirati zapošljavanjem defektologa i smanjenjem broja učenika u razredu. Još uvek postoji mišljenje da bi decu sa teškoćama u razvoju trebalo izdvojiti u posebna odeljenja. | sr |
dc.publisher | Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd | |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179025/RS// | |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179017/RS// | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Beogradska defektološka škola | |
dc.subject | Index For Inclusion | en |
dc.subject | inclusive education | en |
dc.subject | children with disabilities | en |
dc.subject | Indeks inkluzivnosti | sr |
dc.subject | inkluzivno obrazovanje | sr |
dc.subject | deca sa teškoćama u razvoju | sr |
dc.title | Barriers to inclusive education | en |
dc.title | Barijere u inkluzivnom obrazovanju | sr |
dc.type | article | |
dc.rights.license | BY-SA | |
dc.citation.epage | 379 | |
dc.citation.issue | 2 | |
dc.citation.other | 20(2): 367-379 | |
dc.citation.rank | M52 | |
dc.citation.spage | 367 | |
dc.citation.volume | 20 | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/709/821.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_824 | |
dc.type.version | publishedVersion |