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Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija - stanje, problemi i perspektive

The development of inclusive education with regard to teacher competencies: Current situation, problems and perspectives

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2020
1250.pdf (392.2Kb)
Authors
Jablan, Branka
Maksimović, Jasna
Article (Published version)
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Abstract
This paper aims to point out the importance of acquiring and developing teacher competencies for work with children with disabilities in an inclusive educational environment. After providing an overview of educational inclusion as the goal and content of current reform processes both in Serbia and around the world, the paper examines this process from the standpoint of teachers and their inclusion competencies. An insight into different studies and research results on teachers' roles, attitudes and competencies indicates that educational inclusion in our country has not taken hold to a sufficient extent, and that teachers express serious doubts regarding their competencies to work with children from sensitive social groups. In practice, teachers, as well as students of teacher education faculties are not sufficiently familiar with the fundamental principles of the inclusive approach to education, and emphasize that they are more ready to work with children with mild disabilities. On th...e other hand, they are of the opinion that children with multiple disabilities should be educated in specialized institutions. In conclusion, the development of the concept and practice of inclusive education will require serious interventions, both in terms of initial teacher education, and in terms of promoting their role in the contemporary education system for children with disabilities.

Cilj rada je da se ukaže na značaj razvoja i sticanja nastavničkih kompetencija za rad sa decom sa smetnjama i teškoćama u razvoju u inkluzivnom obrazovnom okruženju. U radu se, nakon osvrta na inkluziju u obrazovanju kao cilju i sadržaju aktuelnih reformskih procesa kod nas i u svetu, taj proces razmatra iz ugla nastavnika i njegovih kompetencija za inkluziju. Uvid u studije i rezultate istraživanja o ulogama, stavovima i kompetencijama nastavnika ukazuje da proces inkluzije u našoj zemlji još nije dovoljno zaživeo i da nastavnici ispoljavaju ozbiljne sumnje u svoje kompetencije za rad sa decom iz osetljivih društvenih grupa. Nastavnici u praksi, kao i studenti nastavničkih fakulteta, nemaju jasan doživljaj suštine inkluzivnog pristupa u obrazovanju i ističu da su spremniji za rad sa decom sa lakšim oblicima smetnji, dok obrazovanje dece sa višestrukim smetnjama treba da se odvija u specijalizovanim ustanovama. U cilju razvoja ideje i prakse inkluzivnog obrazovanja, neophodno je uradi...ti ozbiljne intervencije kako na planu inicijalnog obrazovanja nastavnika tako i na planu promovisanja njihove uloge u savremenom sistemu obrazovanja dece sa smetnjama i teškoćama u razvoju.

Keywords:
inclusive education / children with disabilities / teacher competencies / inkluzivno obrazovanje / deca sa smetnjama u razvoju / kompetencije nastavnika
Source:
Zbornik radova Pedagoškog fakulteta, Užice, 2020, 22, 85-100
Publisher:
  • Univerzitet u Kragujevcu - Pedagoški fakultet, Užice
Funding / projects:
  • Designig a protocol for Assessing the Educational potentials of Children with Disabilities as a Criterion for Development of Individual Educational Programs (RS-179025)
  • Social participation of persons with intellectual disabilities (RS-179017)

DOI: 10.5937/ZRPFU2022084J

ISSN: 2560-550X

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URI
http://rfasper.fasper.bg.ac.rs/handle/123456789/1253
Collections
  • Radovi istraživača / Researcher's publications
Institution/Community
rFASPER
TY  - JOUR
AU  - Jablan, Branka
AU  - Maksimović, Jasna
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1253
AB  - This paper aims to point out the importance of acquiring and developing teacher competencies for work with children with disabilities in an inclusive educational environment. After providing an overview of educational inclusion as the goal and content of current reform processes both in Serbia and around the world, the paper examines this process from the standpoint of teachers and their inclusion competencies. An insight into different studies and research results on teachers' roles, attitudes and competencies indicates that educational inclusion in our country has not taken hold to a sufficient extent, and that teachers express serious doubts regarding their competencies to work with children from sensitive social groups. In practice, teachers, as well as students of teacher education faculties are not sufficiently familiar with the fundamental principles of the inclusive approach to education, and emphasize that they are more ready to work with children with mild disabilities. On the other hand, they are of the opinion that children with multiple disabilities should be educated in specialized institutions. In conclusion, the development of the concept and practice of inclusive education will require serious interventions, both in terms of initial teacher education, and in terms of promoting their role in the contemporary education system for children with disabilities.
AB  - Cilj rada je da se ukaže na značaj razvoja i sticanja nastavničkih kompetencija za rad sa decom sa smetnjama i teškoćama u razvoju u inkluzivnom obrazovnom okruženju. U radu se, nakon osvrta na inkluziju u obrazovanju kao cilju i sadržaju aktuelnih reformskih procesa kod nas i u svetu, taj proces razmatra iz ugla nastavnika i njegovih kompetencija za inkluziju. Uvid u studije i rezultate istraživanja o ulogama, stavovima i kompetencijama nastavnika ukazuje da proces inkluzije u našoj zemlji još nije dovoljno zaživeo i da nastavnici ispoljavaju ozbiljne sumnje u svoje kompetencije za rad sa decom iz osetljivih društvenih grupa. Nastavnici u praksi, kao i studenti nastavničkih fakulteta, nemaju jasan doživljaj suštine inkluzivnog pristupa u obrazovanju i ističu da su spremniji za rad sa decom sa lakšim oblicima smetnji, dok obrazovanje dece sa višestrukim smetnjama treba da se odvija u specijalizovanim ustanovama. U cilju razvoja ideje i prakse inkluzivnog obrazovanja, neophodno je uraditi ozbiljne intervencije kako na planu inicijalnog obrazovanja nastavnika tako i na planu promovisanja njihove uloge u savremenom sistemu obrazovanja dece sa smetnjama i teškoćama u razvoju.
PB  - Univerzitet u Kragujevcu - Pedagoški fakultet, Užice
T2  - Zbornik radova Pedagoškog fakulteta, Užice
T1  - Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija - stanje, problemi i perspektive
T1  - The development of inclusive education with regard to teacher competencies: Current situation, problems and perspectives
EP  - 100
IS  - 22
SP  - 85
DO  - 10.5937/ZRPFU2022084J
ER  - 
@article{
author = "Jablan, Branka and Maksimović, Jasna",
year = "2020",
abstract = "This paper aims to point out the importance of acquiring and developing teacher competencies for work with children with disabilities in an inclusive educational environment. After providing an overview of educational inclusion as the goal and content of current reform processes both in Serbia and around the world, the paper examines this process from the standpoint of teachers and their inclusion competencies. An insight into different studies and research results on teachers' roles, attitudes and competencies indicates that educational inclusion in our country has not taken hold to a sufficient extent, and that teachers express serious doubts regarding their competencies to work with children from sensitive social groups. In practice, teachers, as well as students of teacher education faculties are not sufficiently familiar with the fundamental principles of the inclusive approach to education, and emphasize that they are more ready to work with children with mild disabilities. On the other hand, they are of the opinion that children with multiple disabilities should be educated in specialized institutions. In conclusion, the development of the concept and practice of inclusive education will require serious interventions, both in terms of initial teacher education, and in terms of promoting their role in the contemporary education system for children with disabilities., Cilj rada je da se ukaže na značaj razvoja i sticanja nastavničkih kompetencija za rad sa decom sa smetnjama i teškoćama u razvoju u inkluzivnom obrazovnom okruženju. U radu se, nakon osvrta na inkluziju u obrazovanju kao cilju i sadržaju aktuelnih reformskih procesa kod nas i u svetu, taj proces razmatra iz ugla nastavnika i njegovih kompetencija za inkluziju. Uvid u studije i rezultate istraživanja o ulogama, stavovima i kompetencijama nastavnika ukazuje da proces inkluzije u našoj zemlji još nije dovoljno zaživeo i da nastavnici ispoljavaju ozbiljne sumnje u svoje kompetencije za rad sa decom iz osetljivih društvenih grupa. Nastavnici u praksi, kao i studenti nastavničkih fakulteta, nemaju jasan doživljaj suštine inkluzivnog pristupa u obrazovanju i ističu da su spremniji za rad sa decom sa lakšim oblicima smetnji, dok obrazovanje dece sa višestrukim smetnjama treba da se odvija u specijalizovanim ustanovama. U cilju razvoja ideje i prakse inkluzivnog obrazovanja, neophodno je uraditi ozbiljne intervencije kako na planu inicijalnog obrazovanja nastavnika tako i na planu promovisanja njihove uloge u savremenom sistemu obrazovanja dece sa smetnjama i teškoćama u razvoju.",
publisher = "Univerzitet u Kragujevcu - Pedagoški fakultet, Užice",
journal = "Zbornik radova Pedagoškog fakulteta, Užice",
title = "Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija - stanje, problemi i perspektive, The development of inclusive education with regard to teacher competencies: Current situation, problems and perspectives",
pages = "100-85",
number = "22",
doi = "10.5937/ZRPFU2022084J"
}
Jablan, B.,& Maksimović, J.. (2020). Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija - stanje, problemi i perspektive. in Zbornik radova Pedagoškog fakulteta, Užice
Univerzitet u Kragujevcu - Pedagoški fakultet, Užice.(22), 85-100.
https://doi.org/10.5937/ZRPFU2022084J
Jablan B, Maksimović J. Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija - stanje, problemi i perspektive. in Zbornik radova Pedagoškog fakulteta, Užice. 2020;(22):85-100.
doi:10.5937/ZRPFU2022084J .
Jablan, Branka, Maksimović, Jasna, "Razvoj inkluzivnog obrazovanja iz ugla nastavničkih kompetencija - stanje, problemi i perspektive" in Zbornik radova Pedagoškog fakulteta, Užice, no. 22 (2020):85-100,
https://doi.org/10.5937/ZRPFU2022084J . .

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