Regular school and education of children with special needs: Joint or paralleled
Obrazovanje u redovnim školama i školama za decu ometenu u razvoju - zajedno ili paralelno
Apstrakt
The inclusion movement has been developing not only in our country but all over the world in recent years. Inclusion means a wider involvement of children with developmental difficulties in regular educational systems, and from there in all segments of social life and work. In our country, the regular educational system functions separately and without any contacts with the special education system. Our research results indicate a need for bringing these two systems closer, primarily in order to provide necessary support for children with developmental difficulties who attend regular schools, and a need for adequate informing teachers in regular schools, students, parents and wider public about specific needs of children with developmental difficulties, their capabilities and potentials. We hold that this would contribute to the development of a more favorable climate for the inclusion of children with special needs in the system of regular education.
Poslednjih godina ne samo na našim prostorima, već u gotovo čitavom svetu, kao krajnji oblik integracije razvija se pokret inkluzije. Inkluzija podrazumeva šire uključivanje dece ometene u razvoju u redovan sistem vaspitanja i obrazovanja, a iz obrazovnog sistema u sve segmente društvenog života i rada. U našoj zemlji redovni obrazovni sistem i sistem školovanja dece ometene u razvoju godinama funkcionišu odvojeno i bez ikakvih dodirnih tačaka. Rezultati istraživanja ukazuju na potrebu približavanja ovih sistema, pre svega u cilju obezbeđivanja neophodne podrške deci ometenoj u razvoju koja su uključena u redovne škole, ali i na potrebu adekvatnog informisanja nastavnika redovnih škola, učenika, roditelja i šire javnosti o specifičnim potrebama dece ometene u razvoju, njihovim sposobnostima i mogućnostima. Smatramo da bi se na ovaj način stvorila što povoljnija klima za šire uključivanje ove dece u sistem redovnog vaspitanja i obrazovanja.
Ključne reči:
children with special needs / regular schools / special schools for children with developmental difficulties / education / deca ometena u razvoju / redovne škole / škole za decu ometenu u razvoju / obrazovanjeIzvor:
Nastava i vaspitanje, 2008, 57, 1, 43-54Izdavač:
- Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
Institucija/grupa
rFASPERTY - JOUR AU - Jablan, Branka AU - Kovačević, Jasmina PY - 2008 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/176 AB - The inclusion movement has been developing not only in our country but all over the world in recent years. Inclusion means a wider involvement of children with developmental difficulties in regular educational systems, and from there in all segments of social life and work. In our country, the regular educational system functions separately and without any contacts with the special education system. Our research results indicate a need for bringing these two systems closer, primarily in order to provide necessary support for children with developmental difficulties who attend regular schools, and a need for adequate informing teachers in regular schools, students, parents and wider public about specific needs of children with developmental difficulties, their capabilities and potentials. We hold that this would contribute to the development of a more favorable climate for the inclusion of children with special needs in the system of regular education. AB - Poslednjih godina ne samo na našim prostorima, već u gotovo čitavom svetu, kao krajnji oblik integracije razvija se pokret inkluzije. Inkluzija podrazumeva šire uključivanje dece ometene u razvoju u redovan sistem vaspitanja i obrazovanja, a iz obrazovnog sistema u sve segmente društvenog života i rada. U našoj zemlji redovni obrazovni sistem i sistem školovanja dece ometene u razvoju godinama funkcionišu odvojeno i bez ikakvih dodirnih tačaka. Rezultati istraživanja ukazuju na potrebu približavanja ovih sistema, pre svega u cilju obezbeđivanja neophodne podrške deci ometenoj u razvoju koja su uključena u redovne škole, ali i na potrebu adekvatnog informisanja nastavnika redovnih škola, učenika, roditelja i šire javnosti o specifičnim potrebama dece ometene u razvoju, njihovim sposobnostima i mogućnostima. Smatramo da bi se na ovaj način stvorila što povoljnija klima za šire uključivanje ove dece u sistem redovnog vaspitanja i obrazovanja. PB - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd T2 - Nastava i vaspitanje T1 - Regular school and education of children with special needs: Joint or paralleled T1 - Obrazovanje u redovnim školama i školama za decu ometenu u razvoju - zajedno ili paralelno EP - 54 IS - 1 SP - 43 VL - 57 UR - https://hdl.handle.net/21.15107/rcub_rfasper_176 ER -
@article{ author = "Jablan, Branka and Kovačević, Jasmina", year = "2008", abstract = "The inclusion movement has been developing not only in our country but all over the world in recent years. Inclusion means a wider involvement of children with developmental difficulties in regular educational systems, and from there in all segments of social life and work. In our country, the regular educational system functions separately and without any contacts with the special education system. Our research results indicate a need for bringing these two systems closer, primarily in order to provide necessary support for children with developmental difficulties who attend regular schools, and a need for adequate informing teachers in regular schools, students, parents and wider public about specific needs of children with developmental difficulties, their capabilities and potentials. We hold that this would contribute to the development of a more favorable climate for the inclusion of children with special needs in the system of regular education., Poslednjih godina ne samo na našim prostorima, već u gotovo čitavom svetu, kao krajnji oblik integracije razvija se pokret inkluzije. Inkluzija podrazumeva šire uključivanje dece ometene u razvoju u redovan sistem vaspitanja i obrazovanja, a iz obrazovnog sistema u sve segmente društvenog života i rada. U našoj zemlji redovni obrazovni sistem i sistem školovanja dece ometene u razvoju godinama funkcionišu odvojeno i bez ikakvih dodirnih tačaka. Rezultati istraživanja ukazuju na potrebu približavanja ovih sistema, pre svega u cilju obezbeđivanja neophodne podrške deci ometenoj u razvoju koja su uključena u redovne škole, ali i na potrebu adekvatnog informisanja nastavnika redovnih škola, učenika, roditelja i šire javnosti o specifičnim potrebama dece ometene u razvoju, njihovim sposobnostima i mogućnostima. Smatramo da bi se na ovaj način stvorila što povoljnija klima za šire uključivanje ove dece u sistem redovnog vaspitanja i obrazovanja.", publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd", journal = "Nastava i vaspitanje", title = "Regular school and education of children with special needs: Joint or paralleled, Obrazovanje u redovnim školama i školama za decu ometenu u razvoju - zajedno ili paralelno", pages = "54-43", number = "1", volume = "57", url = "https://hdl.handle.net/21.15107/rcub_rfasper_176" }
Jablan, B.,& Kovačević, J.. (2008). Regular school and education of children with special needs: Joint or paralleled. in Nastava i vaspitanje Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 57(1), 43-54. https://hdl.handle.net/21.15107/rcub_rfasper_176
Jablan B, Kovačević J. Regular school and education of children with special needs: Joint or paralleled. in Nastava i vaspitanje. 2008;57(1):43-54. https://hdl.handle.net/21.15107/rcub_rfasper_176 .
Jablan, Branka, Kovačević, Jasmina, "Regular school and education of children with special needs: Joint or paralleled" in Nastava i vaspitanje, 57, no. 1 (2008):43-54, https://hdl.handle.net/21.15107/rcub_rfasper_176 .