Od integracije ka inkluziji - longitudinalna studija praćenja osoba sa posebnim potrebama

Abstract

Specijalna odeljenja za lako mentalno retardiranu decu u redovnim osnovnim školama ne mogu predstavljati primer inkluzivnog principa u obrazovanju iako su programi, koji su bili prepreka uspešnom sticanju znanja, prilagođeni individualnim sposobnostima dece i ona ostaju u svojim porodicama. Svoje emocionalne i socijalne potrebe mogu da ostvaruju u interakciji sa drugom decom u zajedničkoj igri, druženju i kreiranju vannastavnih aktivnosti, što su nesumnjive pozitivne odlike integracije. Ipak, ne smemo prenebregnuti činjenicu da je ovde dete “ubačeno“ u redovan vaspitno-obrazovni sistem i svakako bi bilo pogrešno postojeće stanje u vaspitanju i obrazovanju mešati sa inkluzijom

Special classes for children with mild mental retardation in regular schools cannot be viewed as an example of inclusive approach in education although programs that posed an obstacle to successful gathering of knowledge were adapted to abilities of the children and the children stay in their families. They can fulfill their emotional and social needs in interaction with other children in joint play, socializing and creating non-class activities which are all, without a doubt, positive qualities of integration. Yet, we cannot neglect the fact the child has been thrown into regular education system – it would surely be wrong to confuse the current state in knowledge and education with inclusion.