Preparation main stream school teachers for inclusive education

Abstract

During the last years of the twentieth century there have been great changes in the educational system of the mentally handicapped children. Searching for the new principles, methods and educational models has started. It is influenced by the modern approaches in perceiving the needs and abilities of the handicapped children. These new principles, methods and models would offer to children possibility of satisfying their educational needs in the environments which are the least restrictive ones. Inclusive education is one of the proposed models based exactly on the principles of respecting the differences within the human community with the possibility of making decisions independently and taking responsibility for their own life. By accomplishing these principles inclusive education also enables the mentally handicapped children to be part of the system of mainstream education. However, inclusive education does not provide only simple, mechanical integration of the mentally handicapped children into the main stream classes. It also provides inclusion of those children in all activities of the school community where individual abilities and capabilities of each person can be fully expressed. In this work is given the analysis of the present conditions for realization of the inclusive education.

U radu su prikazani rezultati istraživanja o pripremljenosti nastavnika razredne i predmetne nastave redovnih škola za uvođenje inkluzivnog obrazovanja. Istraživanje je realizovano na uzorku od 126 ispitanika 7 redovnih osnovnih škola sa teritorije Beograda i šumadijskog regiona. Dobijeni rezultati ukazuju na odnos nastavnika prema uključenju dece ometene u razvoju u redovne razrede, stav prema uvođenju inkluzivnog obrazovanja i mišljenje o osposobljenosti za rad sa decom ometenom u razvoju.