Importance of social attitudes towards people with disabilities in the realization of educational inclusion in Serbia

Abstract

This paper deals with the social attitude towards persons with disabilities and the importance of this relationship for the implementation of educational inclusion in Serbia. The society attitude is discussed through the attitudes towards persons with disabilities, and attitudes towards educational inclusion. Persons with disabilities occupy a marginalized position that is a multiple determined. Education of this group have a significant impact on the process of marginalization - poor education deepens, quality education helps to overcome marginalized social positions. Attitude towards persons with disabilities are characterized by the presence of bias, lack of information and rare contacts. Research in our community do not give consistent results, and there is also tendency of respondents to give socially acceptable answers. Assessment of attitudes and work on the development of more tolerant attitudes towards persons with disabilities is are essential in creating the conditions for the implementation of educational inclusion. Educational inclusion, embedded in the philosophy of social model of disability, implies environment that adapts to persons with disabilities. These environmental preparations lacked during the process of introducing inclusive education in our country. In the implementation of educational inclusion is necessary to work on the conditions for adequate reception of such children to regular school system, which includes work on the development of tolerant attitudes towards persons with disabilities.

Ovaj rad se bavi odnosom društva prema osobama sa smetnjama u razvoju i značajem ovog odnosa za sprovođenje obrazovne inkluzije u Srbiji. Odnos društva diskutuje se kroz stavove prema osobama sa smetnjama u razvoju i stavove prema obrazovnoj inkluziji. Osobe sa smetnjama u razvoju imaju marginalizovanu društvenu poziciju koja je višestruko determinisana. Obrazovanje ove grupe ljudi značajano utiče na proces marginalizacije - loše obrazovanje produbuljuje, a kvalitetno doprinosi prevazilaženju marginalizovane društvene pozicije. Odnos prema osobama sa smetnjama u razvoju karakterišu prisustvo predrasuda, neinformisanost i retki kontakti. Istraživanja u našoj sredini ne daju konzistenente rezultate, a postoji i sklonosti ispitanika da daju društveno poželjne odgovore. Procena stavova i rad na razvoju tolerantnijih stavova prema osobama sa smetnjama u razvoju su neophodni u stvaranju uslova za sprovođenje obrazovne inkluzije. Obrazovna inkluzija, utkana u filozofiju socijalnog modela ometenosti, podrazumeva prilagođavanje sredine osobama sa smetnjama u razvoju. Ovakve pripreme sredine su izostale u procesu uvođenja inkluzivnog obrazovanja u našoj zemlji. U realizaciji obrazovne inkluzije potrebno je raditi na uslovima za adekvatan prihvat ove dece u redovan školski sistem, što podrazumeva i rad na razvoju tolerantnih stavova prema osobama sa smetnjama u razvoju.