Pristupačnost škola učenicima sa smetnjama u razvoju

Abstract

The accessibility of schools to students with disabilities is reflected in various aspects – legal, organizational, personnel, physical, etc. In order to better prepare for inclusion, each school should make a plan to use its own resources and the resources from the local community. Students with disabilities attend a regular / inclusive primary school and a school for the upbringing and education of children with disabilities. The aim of this paper is to analyze and compare the schooling of children with disabilities in these schools. The research covered two schools, from one Belgrade municipality. For the purpose of the research, a special protocol for data collection was created. Data were collected by reviewing school documentation. The results of the research showed that the school for the upbringing and education of children with disabilities meets several criteria in terms of staff accessibility, assistive technology, the use of teaching methods and forms of work. An inclusive school also largely meets the criteria for access to education for students with disabilities. Both schools should promote those aspects of accessibility that do not meet the requirements for full and active participation of students with disabilities in the school environment.

Pristupačnost škola učenicima sa smetnjama u razvoju se ogleda u raznim aspektima – zakonski, organizacioni, kadrovski, fizički, itd. U cilju što bolje pripreme za inkluziju, svaka škola treba da napravi plan korišćenja sop- stvenih resursa i resursa lokalne zajednice. Učenici sa smetnjama u razvoju pohađaju redovnu/inkluzivnu osnovnu školu i školu za vaspitanje i obrazovanje dece sa smetnjama u razvoju. Cilj rada je da analizira i uporedi školovanje dece sa smetnjama u razvoju u ovim školama. Istraživanjem su obuhvaćene dve ško- le, iz jedne beogradske opštine. Za potrebe istraživanja kreiran je poseban protokol za prikupljanje podataka. Podaci su prikupljeni uvidom u školsku dokumentaciju. Rezultati istraživanja su pokazali da škola za vaspitanje i obrazovanje dece sa smetnjama u razvoju zadovoljava više kriterijuma u po- gledu pristupačnosti kadrova, asistivne tehnologije, korišćenja nastavnih metoda i oblika rada. Inkluzivna škola, takođe, u velikoj meri zadovoljava kriterijume pristupačnosti obrazovanja učenika sa smetnjama u razvoju. Obe škole bi trebalo da unaprede one aspekte pristupačnosti koji ne zadovoljavaju uslove za potpuno i aktivno participiranje učenika sa smetnjama u razvoju u školsku sredinu.