Naser Zabeli - Academia.edu (original) (raw)

Papers by Naser Zabeli

Human, Apr 5, 2024

Inclusive education is very important for all children especially for those with special needs. I... more Inclusive education is very important for all children especially for those with special needs. In the Republic of Kosovo, the inclusion it is an approach in progress. This study aimed to explore the attitudes of parents of children with special needs towards inclusive education. The current findings of inclusiveness, challenges, risks, benefits and achievements of inclusive education in the Kosovo education system were also analysed. Through a semi-structured interview, ten parents whose children attend regular classes in various schools in pre-university education in Kosovo were interviewed. The results of the research indicate that parents of children with special needs have similar attitudes towards inclusion. In their opinion, it should occur, but they are worried about the challenges that appear. Inclusion is seen as a good opportunity, capacity building, equality, socialization and part of the overall development of the child. Parents recommend improvements in infrastructure conditions and human resources for successful inclusion.

The International Journal of Diversity in Education

British Journal of Special Education

South African Journal of Education

Teachers use feedback to modify student thinking or behaviour to improve their learning. In order... more Teachers use feedback to modify student thinking or behaviour to improve their learning. In order for students to achieve better, teachers must use different strategies and ways of teaching. In this article we reflect on the practical application and impact that written and verbal feedback have on learners. Through the research reported on here we aimed to contribute to reflection about different concrete feedback models that are helpful to teachers and students. Seventy-four teachers of the curriculum area, society and environment (civic education, geography and history), in urban schools (n = 39) and rural schools (n = 35) from 10 lower secondary schools answered the questionnaire. The results show that teachers provide students with written and oral feedback and that there is no significant difference in the application by teachers in urban and rural schools, nor among teachers who teach subjects in the curriculum area, society and environment. We recommend that teachers receive ...

Self-assessment has a direct impact on students' achievement. Through self-assessment students ha... more Self-assessment has a direct impact on students' achievement. Through self-assessment students have the opportunity to assess themselves in regards to learning goals and assess their achievement. The purpose of our research is to reflect on the use of the self-assessment practices of students in schools, as well as the impact that student self-assessment has on their achievement. Another purpose of this research is to evaluate if students compare their knowledge with other students in the class and to evaluate if students during the self-assessment process can overestimate or underestimate themselves. Two hundred and two students, from four classes of seventh grade (n=112) and four classes of eighth grade (n=90) of lower secondary schools from five urban schools and five rural schools in Kosovo, in the subject Civic Education, participated in the research. The results show that there is a significant difference between seventh-graders and eighth-graders on the use of student self-assessment. There is also a difference between schools in the city and schools in the village. There is a significant difference between classes and based on residence even when the students are asked if they are encouraged to have self-confidence and be independent.

Journal of Social Studies Education Research, 2018

This article presents a study that examined how teachers understand student-centred teaching and ... more This article presents a study that examined how teachers understand student-centred teaching and learning among a sample of in-service teachers in Kosovo, as it emerges as an independent state. In this study, 36 practicing teachers responded to a survey exploring how teachers understand and use contemporary and traditional teaching methodologies. Using a largely qualitative analytic framework, findings revealed that teachers currently appear to understand the philosophy of learner-centred teaching but also possessed a rather superficial view of how these approaches can be implemented in classroom settings. The authors concluded that to broaden the use of these kinds of practices, deliberate emphasis needs to be placed on expanding teacher understanding from theory to practice. The authors recommended that to be most effective, such development will need to be driven by educational policy, embedded in teacher preparation, and supported by opportunities for ongoing collaborations amon...

Inclusion is at the center of interest of international institutions and associations and is cons... more Inclusion is at the center of interest of international institutions and associations and is considered as one of the main challenges facing education systems worldwide. According to different studies for the implementation of inclusive practices, positive attitudes of teachers are essential in the successful implementation of this change in education. The aim of this paper was to research the elementary teachers' attitudes towards inclusive education and to identify factors that influence their attitudes, such as: gender, age, training for inclusive education, level of education, educational experience, and experience with children with special needs. The methodology of the study is quantitative method. The population of this study include teachers of elementary level of education in the Kosovo and the sample include 300 respondents, who were surveyed with the Teachers' Attitudes towards Inclusion Scale (TAIS). The research findings have shown that the attitudes of primary school teachers towards inclusive education are below the neutral middle point. The findings have confirmed that the demographic variables have a moderate impact on teachers' attitudes, too. A slightly higher impact is noticed while they have been part of trainings and their experience on working with students, who are considered with special needs has also helped in raising awareness.

Italian Journal of Sociology of Education, 2020

Implementing inclusive education is a challenge for each educational system. Conceptualizing incl... more Implementing inclusive education is a challenge for each educational system. Conceptualizing inclusion and implementation practice depends primarily on cultural contexts as well as on the educational systems in different countries. Kosovo, like other countries, has experienced the road from segregation towards inclusion and faces many challenges with the practice of inclusion. Following a qualitative approach, the study focused on the analysis of the legal and pedagogical documents related to inclusive education in Kosovo. Moreover, the study also explores teacher attitudes and understanding of inclusion and identifies the needs and challenges faced with the implementation of inclusion in Kosovo. The data were collected from two focus groups (one with nine teachers from regular schools, and the other with seven teachers from resource centres) and semi-structured interviews with six teachers from regular classrooms. Results were analysed and interpreted based on the thematic analysis...

Cogent Education, 2021

Students with special needs experience various barriers to higher education inclusion that are hi... more Students with special needs experience various barriers to higher education inclusion that are highly diverse. However, studies examining the challenges of students with special needs in higher education are scattered and fail to address context-based problems. The purpose of this study, thus, was to investigate the challenges and prospects that students' with special needs experience in Kosovo's higher education. The study used an analytical framework for understanding inclusive higher education as a (i) policy problem, (ii) management problem, and (iii) teaching and learning problem. The study conducted 10 interviews with institutional management and academic staff, 2 in-depth interviews with students with special needs within higher education, and analysed numerous policy and programing documents at the national and institutional level. The goal of ensuring the full inclusion of students with special needs in higher education requires a multifaceted and long-term approach. This study contributes to the lack of literature by showing that values behind an inclusive higher education and formal efforts towards an inclusive higher education interact as push and pull factors that hinder the inclusive Naser Zabeli ABOUT THE AUTHOR Naser Zabeli is Associate Professor and Head of Pedagogy Department at the University of Prishtina's Faculty of Education in Kosovo. His research interest focuses on inclusive education and effective teaching and learning. He authored and co-authored several scientific articles, as well as various books and monographs, including his tremendous contribution to adopting the Index of Inclusion for Kosovo context needs. Fjolla Kaçaniku is a PhD researcher at the University of Ljubljana, Faculty of Education and a Teaching Assistant at the University of Prishtina's Faculty of Education in Kosovo. Her research interest focuses on teacher education policy and initial teacher professionalism. Donika Koliqi is a Teaching Assistant at the University of Prishtina's Faculty of Education in Kosovo. Her research interest focuses on inclusive education and teaching and learning theory. Currently, she is a PhD student in the field of inclusive education at the University of Prishtina, Faculty of Education.

The International Journal of Diversity in Education, 2020

Center for Educational Policy Studies Journal, 2020

The article looks at conceptualisations of inclusive education in the international and Kosovo co... more The article looks at conceptualisations of inclusive education in the international and Kosovo context, including the factual argumentation and legal representation of the term. The study explores the attitudes of teachers and their understanding of inclusive education, including arguments for and against it, implementation challenges, and perspectives. Interviews were used as a tool to generate information from key informants. The study is qualitative and based on an analysis of the experiences of six in-service teachers. The findings suggest that teachers have a wide knowledge of inclusive education and believe it has only positive effects for children with special needs. They believe that children can achieve more in terms of socialisation and modelling of good behaviours from their peers, but that success in academic achievements is lower because of the limited knowledge of teachers about individualised planning and differentiated teaching, and a lack of institutional support an...

International Journal of Instruction, 2020

The purpose of this study was to examine preschool teachers and parents' attitudes and their prac... more The purpose of this study was to examine preschool teachers and parents' attitudes and their practices regarding the use of digital technologies during preschool education. The main research questions the study intended to address focused on teachers' and parents' attitudes and practices about the role of digital technology supplies in young children's development. The study used a mixed research approach, using in-depth interviews and an online questionnaire. The results have shown that only one of the eight preschool teachers reported a positive attitude regarding the impact of digital technology in children's development. Most of the interviewed preschool teachers showed preference towards authentic play and activities exercising children's psycho-motor skills. However, most of parents have suggested that their children, starting from early years of their development, are exposed to different digital technologies. In conclusion, there are two contradictory findings (progressive and regressive philosophies) among parents and preschool teachers regarding their perceptions and practices on the use of digital technologies in young children's learning and development. The study advocates for continuous cooperation between parents and teachers to ensure prospects of maximizing benefits and alleviating potential risks of using digital technologies in early childhood education.

Journal of Social Studies Education Research, 2018

Self-assessment is a process by which a learner collects information about himself and reflects o... more Self-assessment is a process by which a learner collects information about himself and reflects on his / her learning. Self-assessment of students includes reflective activities in which students are encouraged to consider the strengths and weaknesses of their work. Students can improve their self-regulation skills through self-assessment. The purpose of this study is to reflect pupils' perceptions about their self-assessment in learning in Kosovo pupils, taking in consideration that pupils' self-esteem is new and has not been applied until now. In the study, will be involved 725 students from 12 to 18 years old. Four hundred pupils from lower secondary school and three hundred and twenty-five upper secondary school students. The research is conducted directly with the students using the quantitative research method, questioning the participants through the questionnaire. Participant’s response analysis clearly shows that self-assessment helped to develop awareness and metac...

Cogent Education

Students with special needs experience various barriers to higher education inclusion that are hi... more Students with special needs experience various barriers to higher education inclusion that are highly diverse. However, studies examining the challenges of students with special needs in higher education are scattered and fail to address context-based problems. The purpose of this study, thus, was to investigate the challenges and prospects that students' with special needs experience in Kosovo's higher education. The study used an analytical framework for understanding inclusive higher education as a (i) policy problem, (ii) management problem, and (iii) teaching and learning problem. The study conducted 10 interviews with institutional management and academic staff, 2 in-depth interviews with students with special needs within higher education, and analysed numerous policy and programing documents at the national and institutional level. The goal of ensuring the full inclusion of students with special needs in higher education requires a multifaceted and long-term approach. This study contributes to the lack of literature by showing that values behind an inclusive higher education and formal efforts towards an inclusive higher education interact as push and pull factors that hinder the inclusive Naser Zabeli ABOUT THE AUTHOR Naser Zabeli is Associate Professor and Head of Pedagogy Department at the University of Prishtina's Faculty of Education in Kosovo. His research interest focuses on inclusive education and effective teaching and learning. He authored and co-authored several scientific articles, as well as various books and monographs, including his tremendous contribution to adopting the Index of Inclusion for Kosovo context needs. Fjolla Kaçaniku is a PhD researcher at the University of Ljubljana, Faculty of Education and a Teaching Assistant at the University of Prishtina's Faculty of Education in Kosovo. Her research interest focuses on teacher education policy and initial teacher professionalism. Donika Koliqi is a Teaching Assistant at the University of Prishtina's Faculty of Education in Kosovo. Her research interest focuses on inclusive education and teaching and learning theory. Currently, she is a PhD student in the field of inclusive education at the University of Prishtina, Faculty of Education.

Abstract: Implementing inclusive education is a challenge for each educational system. Conceptual... more Abstract: Implementing inclusive education is a challenge for each educational system. Conceptualizing inclusion and implementation practice depends primarily on cultural contexts as well as on the educational systems in different countries. Kosovo, like other countries, has experienced the road from segregation towards inclusion and faces many challenges with the practice of inclusion. Following a qualitative approach, the study focused on the analysis of the legal and pedagogical documents related to inclusive education in Kosovo. Moreover, the study also explores teacher attitudes and understanding of inclusion and identifies the needs and challenges faced with the implementation of inclusion in Kosovo. The data were collected from two focus groups (one with nine teachers from regular schools, and the other with seven teachers from resource centres) and semi-structured interviews with six teachers from regular classrooms. Results were analysed and interpreted based on the themati...

Abstract: Education in early childhood is considered fundamental. Many developing countries repor... more Abstract: Education in early childhood is considered fundamental. Many developing countries reported having a low level of inclusion rate, and this level is even smaller when it comes to children with special needs. Moreover, the philosophy of inclusion and best practices for ensuring the success of inclusive education are not fully understood by preschool teachers. This study aimed at exploring how preschool teachers understand inclusive education in a system that is undergoing transition and faces significant challenges overall. It also tends to describe not only what they know but also how they feel and believe about the process of including children in the quality educational system, same for all. Another issue was also to find out what are the challenges teachers face and how do they see the future of inclusive education in early childhood. Ten experienced preschool teachers from different places of Kosovo were interviewed using semi-structured in-depth interviews. The results ...

Cogent Education

Education in early childhood is considered fundamental. Many developing countries reported having... more Education in early childhood is considered fundamental. Many developing countries reported having a low level of inclusion rate, and this level is even smaller when it comes to children with special needs. Moreover, the philosophy of inclusion and best practices for ensuring the success of inclusive education are not fully understood by preschool teachers. This study aimed at exploring how preschool teachers understand inclusive education in a system that is undergoing transition and faces significant challenges overall. It also tends to describe not only what they know but also how they feel and believe about the process of including children in the quality educational system, same for all. Another issue was also to find out what are the challenges teachers face and how do they see the future of inclusive education in early childhood. Ten experienced preschool teachers from different places of Kosovo were interviewed using semi-structured in-depth interviews. The results indicate that teachers have a common understanding of inclusion, but they lack proper skills and knowledge on adequate teaching methods to work with children with special needs. However, they see inclusion to be an essential process and an excellent opportunity for all children. They recommend investments and

The International Journal of Diversity in Education

Human, Apr 5, 2024

Inclusive education is very important for all children especially for those with special needs. I... more Inclusive education is very important for all children especially for those with special needs. In the Republic of Kosovo, the inclusion it is an approach in progress. This study aimed to explore the attitudes of parents of children with special needs towards inclusive education. The current findings of inclusiveness, challenges, risks, benefits and achievements of inclusive education in the Kosovo education system were also analysed. Through a semi-structured interview, ten parents whose children attend regular classes in various schools in pre-university education in Kosovo were interviewed. The results of the research indicate that parents of children with special needs have similar attitudes towards inclusion. In their opinion, it should occur, but they are worried about the challenges that appear. Inclusion is seen as a good opportunity, capacity building, equality, socialization and part of the overall development of the child. Parents recommend improvements in infrastructure conditions and human resources for successful inclusion.

The International Journal of Diversity in Education

British Journal of Special Education

South African Journal of Education

Teachers use feedback to modify student thinking or behaviour to improve their learning. In order... more Teachers use feedback to modify student thinking or behaviour to improve their learning. In order for students to achieve better, teachers must use different strategies and ways of teaching. In this article we reflect on the practical application and impact that written and verbal feedback have on learners. Through the research reported on here we aimed to contribute to reflection about different concrete feedback models that are helpful to teachers and students. Seventy-four teachers of the curriculum area, society and environment (civic education, geography and history), in urban schools (n = 39) and rural schools (n = 35) from 10 lower secondary schools answered the questionnaire. The results show that teachers provide students with written and oral feedback and that there is no significant difference in the application by teachers in urban and rural schools, nor among teachers who teach subjects in the curriculum area, society and environment. We recommend that teachers receive ...

Self-assessment has a direct impact on students' achievement. Through self-assessment students ha... more Self-assessment has a direct impact on students' achievement. Through self-assessment students have the opportunity to assess themselves in regards to learning goals and assess their achievement. The purpose of our research is to reflect on the use of the self-assessment practices of students in schools, as well as the impact that student self-assessment has on their achievement. Another purpose of this research is to evaluate if students compare their knowledge with other students in the class and to evaluate if students during the self-assessment process can overestimate or underestimate themselves. Two hundred and two students, from four classes of seventh grade (n=112) and four classes of eighth grade (n=90) of lower secondary schools from five urban schools and five rural schools in Kosovo, in the subject Civic Education, participated in the research. The results show that there is a significant difference between seventh-graders and eighth-graders on the use of student self-assessment. There is also a difference between schools in the city and schools in the village. There is a significant difference between classes and based on residence even when the students are asked if they are encouraged to have self-confidence and be independent.

Journal of Social Studies Education Research, 2018

This article presents a study that examined how teachers understand student-centred teaching and ... more This article presents a study that examined how teachers understand student-centred teaching and learning among a sample of in-service teachers in Kosovo, as it emerges as an independent state. In this study, 36 practicing teachers responded to a survey exploring how teachers understand and use contemporary and traditional teaching methodologies. Using a largely qualitative analytic framework, findings revealed that teachers currently appear to understand the philosophy of learner-centred teaching but also possessed a rather superficial view of how these approaches can be implemented in classroom settings. The authors concluded that to broaden the use of these kinds of practices, deliberate emphasis needs to be placed on expanding teacher understanding from theory to practice. The authors recommended that to be most effective, such development will need to be driven by educational policy, embedded in teacher preparation, and supported by opportunities for ongoing collaborations amon...

Inclusion is at the center of interest of international institutions and associations and is cons... more Inclusion is at the center of interest of international institutions and associations and is considered as one of the main challenges facing education systems worldwide. According to different studies for the implementation of inclusive practices, positive attitudes of teachers are essential in the successful implementation of this change in education. The aim of this paper was to research the elementary teachers' attitudes towards inclusive education and to identify factors that influence their attitudes, such as: gender, age, training for inclusive education, level of education, educational experience, and experience with children with special needs. The methodology of the study is quantitative method. The population of this study include teachers of elementary level of education in the Kosovo and the sample include 300 respondents, who were surveyed with the Teachers' Attitudes towards Inclusion Scale (TAIS). The research findings have shown that the attitudes of primary school teachers towards inclusive education are below the neutral middle point. The findings have confirmed that the demographic variables have a moderate impact on teachers' attitudes, too. A slightly higher impact is noticed while they have been part of trainings and their experience on working with students, who are considered with special needs has also helped in raising awareness.

Italian Journal of Sociology of Education, 2020

Implementing inclusive education is a challenge for each educational system. Conceptualizing incl... more Implementing inclusive education is a challenge for each educational system. Conceptualizing inclusion and implementation practice depends primarily on cultural contexts as well as on the educational systems in different countries. Kosovo, like other countries, has experienced the road from segregation towards inclusion and faces many challenges with the practice of inclusion. Following a qualitative approach, the study focused on the analysis of the legal and pedagogical documents related to inclusive education in Kosovo. Moreover, the study also explores teacher attitudes and understanding of inclusion and identifies the needs and challenges faced with the implementation of inclusion in Kosovo. The data were collected from two focus groups (one with nine teachers from regular schools, and the other with seven teachers from resource centres) and semi-structured interviews with six teachers from regular classrooms. Results were analysed and interpreted based on the thematic analysis...

Cogent Education, 2021

Students with special needs experience various barriers to higher education inclusion that are hi... more Students with special needs experience various barriers to higher education inclusion that are highly diverse. However, studies examining the challenges of students with special needs in higher education are scattered and fail to address context-based problems. The purpose of this study, thus, was to investigate the challenges and prospects that students' with special needs experience in Kosovo's higher education. The study used an analytical framework for understanding inclusive higher education as a (i) policy problem, (ii) management problem, and (iii) teaching and learning problem. The study conducted 10 interviews with institutional management and academic staff, 2 in-depth interviews with students with special needs within higher education, and analysed numerous policy and programing documents at the national and institutional level. The goal of ensuring the full inclusion of students with special needs in higher education requires a multifaceted and long-term approach. This study contributes to the lack of literature by showing that values behind an inclusive higher education and formal efforts towards an inclusive higher education interact as push and pull factors that hinder the inclusive Naser Zabeli ABOUT THE AUTHOR Naser Zabeli is Associate Professor and Head of Pedagogy Department at the University of Prishtina's Faculty of Education in Kosovo. His research interest focuses on inclusive education and effective teaching and learning. He authored and co-authored several scientific articles, as well as various books and monographs, including his tremendous contribution to adopting the Index of Inclusion for Kosovo context needs. Fjolla Kaçaniku is a PhD researcher at the University of Ljubljana, Faculty of Education and a Teaching Assistant at the University of Prishtina's Faculty of Education in Kosovo. Her research interest focuses on teacher education policy and initial teacher professionalism. Donika Koliqi is a Teaching Assistant at the University of Prishtina's Faculty of Education in Kosovo. Her research interest focuses on inclusive education and teaching and learning theory. Currently, she is a PhD student in the field of inclusive education at the University of Prishtina, Faculty of Education.

The International Journal of Diversity in Education, 2020

Center for Educational Policy Studies Journal, 2020

The article looks at conceptualisations of inclusive education in the international and Kosovo co... more The article looks at conceptualisations of inclusive education in the international and Kosovo context, including the factual argumentation and legal representation of the term. The study explores the attitudes of teachers and their understanding of inclusive education, including arguments for and against it, implementation challenges, and perspectives. Interviews were used as a tool to generate information from key informants. The study is qualitative and based on an analysis of the experiences of six in-service teachers. The findings suggest that teachers have a wide knowledge of inclusive education and believe it has only positive effects for children with special needs. They believe that children can achieve more in terms of socialisation and modelling of good behaviours from their peers, but that success in academic achievements is lower because of the limited knowledge of teachers about individualised planning and differentiated teaching, and a lack of institutional support an...

International Journal of Instruction, 2020

The purpose of this study was to examine preschool teachers and parents' attitudes and their prac... more The purpose of this study was to examine preschool teachers and parents' attitudes and their practices regarding the use of digital technologies during preschool education. The main research questions the study intended to address focused on teachers' and parents' attitudes and practices about the role of digital technology supplies in young children's development. The study used a mixed research approach, using in-depth interviews and an online questionnaire. The results have shown that only one of the eight preschool teachers reported a positive attitude regarding the impact of digital technology in children's development. Most of the interviewed preschool teachers showed preference towards authentic play and activities exercising children's psycho-motor skills. However, most of parents have suggested that their children, starting from early years of their development, are exposed to different digital technologies. In conclusion, there are two contradictory findings (progressive and regressive philosophies) among parents and preschool teachers regarding their perceptions and practices on the use of digital technologies in young children's learning and development. The study advocates for continuous cooperation between parents and teachers to ensure prospects of maximizing benefits and alleviating potential risks of using digital technologies in early childhood education.

Journal of Social Studies Education Research, 2018

Self-assessment is a process by which a learner collects information about himself and reflects o... more Self-assessment is a process by which a learner collects information about himself and reflects on his / her learning. Self-assessment of students includes reflective activities in which students are encouraged to consider the strengths and weaknesses of their work. Students can improve their self-regulation skills through self-assessment. The purpose of this study is to reflect pupils' perceptions about their self-assessment in learning in Kosovo pupils, taking in consideration that pupils' self-esteem is new and has not been applied until now. In the study, will be involved 725 students from 12 to 18 years old. Four hundred pupils from lower secondary school and three hundred and twenty-five upper secondary school students. The research is conducted directly with the students using the quantitative research method, questioning the participants through the questionnaire. Participant’s response analysis clearly shows that self-assessment helped to develop awareness and metac...

Cogent Education

Students with special needs experience various barriers to higher education inclusion that are hi... more Students with special needs experience various barriers to higher education inclusion that are highly diverse. However, studies examining the challenges of students with special needs in higher education are scattered and fail to address context-based problems. The purpose of this study, thus, was to investigate the challenges and prospects that students' with special needs experience in Kosovo's higher education. The study used an analytical framework for understanding inclusive higher education as a (i) policy problem, (ii) management problem, and (iii) teaching and learning problem. The study conducted 10 interviews with institutional management and academic staff, 2 in-depth interviews with students with special needs within higher education, and analysed numerous policy and programing documents at the national and institutional level. The goal of ensuring the full inclusion of students with special needs in higher education requires a multifaceted and long-term approach. This study contributes to the lack of literature by showing that values behind an inclusive higher education and formal efforts towards an inclusive higher education interact as push and pull factors that hinder the inclusive Naser Zabeli ABOUT THE AUTHOR Naser Zabeli is Associate Professor and Head of Pedagogy Department at the University of Prishtina's Faculty of Education in Kosovo. His research interest focuses on inclusive education and effective teaching and learning. He authored and co-authored several scientific articles, as well as various books and monographs, including his tremendous contribution to adopting the Index of Inclusion for Kosovo context needs. Fjolla Kaçaniku is a PhD researcher at the University of Ljubljana, Faculty of Education and a Teaching Assistant at the University of Prishtina's Faculty of Education in Kosovo. Her research interest focuses on teacher education policy and initial teacher professionalism. Donika Koliqi is a Teaching Assistant at the University of Prishtina's Faculty of Education in Kosovo. Her research interest focuses on inclusive education and teaching and learning theory. Currently, she is a PhD student in the field of inclusive education at the University of Prishtina, Faculty of Education.

Abstract: Implementing inclusive education is a challenge for each educational system. Conceptual... more Abstract: Implementing inclusive education is a challenge for each educational system. Conceptualizing inclusion and implementation practice depends primarily on cultural contexts as well as on the educational systems in different countries. Kosovo, like other countries, has experienced the road from segregation towards inclusion and faces many challenges with the practice of inclusion. Following a qualitative approach, the study focused on the analysis of the legal and pedagogical documents related to inclusive education in Kosovo. Moreover, the study also explores teacher attitudes and understanding of inclusion and identifies the needs and challenges faced with the implementation of inclusion in Kosovo. The data were collected from two focus groups (one with nine teachers from regular schools, and the other with seven teachers from resource centres) and semi-structured interviews with six teachers from regular classrooms. Results were analysed and interpreted based on the themati...

Abstract: Education in early childhood is considered fundamental. Many developing countries repor... more Abstract: Education in early childhood is considered fundamental. Many developing countries reported having a low level of inclusion rate, and this level is even smaller when it comes to children with special needs. Moreover, the philosophy of inclusion and best practices for ensuring the success of inclusive education are not fully understood by preschool teachers. This study aimed at exploring how preschool teachers understand inclusive education in a system that is undergoing transition and faces significant challenges overall. It also tends to describe not only what they know but also how they feel and believe about the process of including children in the quality educational system, same for all. Another issue was also to find out what are the challenges teachers face and how do they see the future of inclusive education in early childhood. Ten experienced preschool teachers from different places of Kosovo were interviewed using semi-structured in-depth interviews. The results ...

Cogent Education

Education in early childhood is considered fundamental. Many developing countries reported having... more Education in early childhood is considered fundamental. Many developing countries reported having a low level of inclusion rate, and this level is even smaller when it comes to children with special needs. Moreover, the philosophy of inclusion and best practices for ensuring the success of inclusive education are not fully understood by preschool teachers. This study aimed at exploring how preschool teachers understand inclusive education in a system that is undergoing transition and faces significant challenges overall. It also tends to describe not only what they know but also how they feel and believe about the process of including children in the quality educational system, same for all. Another issue was also to find out what are the challenges teachers face and how do they see the future of inclusive education in early childhood. Ten experienced preschool teachers from different places of Kosovo were interviewed using semi-structured in-depth interviews. The results indicate that teachers have a common understanding of inclusion, but they lack proper skills and knowledge on adequate teaching methods to work with children with special needs. However, they see inclusion to be an essential process and an excellent opportunity for all children. They recommend investments and

The International Journal of Diversity in Education