The The Understanding of Inclusive Education in Kosovo: Legal and Empirical Argumentation (original) (raw)
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The Understanding of Inclusive Education in Kosovo: Legal and Empirical Argumentation
CEPS Journal, 2021
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 and proper evaluation of each teacher’s work.
THE VALUE OF INCLUSIVE EDUCATION IN KOSOVO.
International Journal of Advanced Research (IJAR), 2018
Inclusive education is a great deal in all countries around the world which aim to treat everyone the same, have equal opportunities for all children regardless of race, sex, religion or any other diversity. In Kosovo, inclusive education has become a reality as a concept but is facing numerous difficulties in making efforts toward the realization. The purpose of this study is to understand the value and effect of inclusion in students with learning disabilities in general education and its environment. This study is intended to listen to the understanding of the teachers on inclusion and base on that recommend what needs to be done in order to continually encourage inclusion in the regular classroom. So through this paper we will understand the potential and the value of inclusive education into a regular education! This study contains critical analysis of research, a comprehensive review and a literature review concerning the issue of all inclusive education, some factors that helped the movement to educate students in inclusive classroom, models of how an inclusive classroom should look like, the value of all students, the attitude of regular students and regular teachers when placing students with disabilities into a regular classroom.
Inclusive Education System in Europe and in Kosovo
2017
Inclusive education today is a main issue and requirement of all European institutions in the European Union, the European Council, among experts, NGOs and individuals. This research represents a study of different concepts and implementation of inclusive education in Europe and Kosovo. The paper is a result of a research of education systems, systems of support, legislation and evaluation of positive practice in the countries of the European Union and Kosovo. After the elaboration of the basic philosophy of inclusive education, which shows that inclusive education is the best solution to include the children with special educational needs (further SEN) in the education system, the main research questions were indentified for this study. The aim of the research, besides defining the most current definitions, is description of education systems of individual countries, practical review of inclusion of children with disabilities and children in multilingual environments, financial cap...
Survey on Inclusive Education in ten Primary Schools of Kosovo
2015
This study has been supported by the joint European Union and Council of Europe Programme "Supporting Access to Education and Intercultural Understanding: EU/ CoE support in the field of education to forced returnees and to Roma, Ashkali and Egyptian communities in Kosovo*" (ACCESS) that have provided constant feedbacks and necessary information during all the stages of the study. Moreover, a special thanks goes to all school staff for their logistical assistance in gathering data. Finally, this study would have not been possible without students, parents, teachers, directors, and school authorities' participation to whom the research team expresses a special gratitude. Disclaimer: The views expressed in this report are those of the authors and do not necessarily represent those of the European Union and the Council of Europe.
Inclusive education – Empirical experience from Serbia
International Journal of Educational Development, 2012
This descriptive study finds out the problems most frequently facing the children with special needs in regular schooling. The sample included 500 teachers in elementary schools from Serbia. The results point out the problems in inclusive education. Most educational problems occur in relations and communications with their peers in typical population and teachers. Teachers are ready to support inclusive education by including the experts in special education and rehabilitation in schools for typical population. The study point up the empirical experience in last ten years from the beginning of inclusive education in Serbia.
INCLUSIVE EDUCATION SYSTEM IN SERBIA BETWEEN THEORY AND PRACTICE
The paper presents initial results of the research on the project: "Inclusive Education: From Pedagogical Concepts to Practice", which is partially funded by the Secretariat for Science and Technological Development of the Autonomous Province of Vojvodina. Today, in the global and planetary level, there is a quite obvious impact of the social inclusion, as a leading idea of a contemporary democratic society, on the pedagogical theory and practice in terms of starting orientation and key guidelines of both pedagogical reflection and educational activities. In the scientific-theoretical discourse, such an influence results in the pedagogy of diversities, which basic postulate is that every child can and should learn based on his/her individual capacities and needs, in his/her natural environment, together with other children in the respective inclusive context. In practice, every specific society identifies and tracks changes in education policy through the adoption of new legislation, as well as through the application of pedagogical innovations and creation and other presumptions in order to have as complete implementation of the educational inclusion as possible, i.e. to provide implementation of the right to education and access to education for all, without any discrimination. Over the last fifteen years, the Republic of Serbia has guaranteed the equal right to education and access to education for all and everyone, without discrimination and exclusion by the relevant laws and regulations, which is a necessary, but insufficient condition for the implementation of inclusive education. The success of educational inclusion implies other factors as well, such as changes in the people's awareness, and related practical steps of all relevant actors: governments and local authorities, local communities, teachers, parents, peers from the regular population. The key outstanding issues are the following: How to exercise the proclaimed right? How to make inclusive education a reality? How to reach the set objective, which implies that all the children get involved and participate in the school life, are educated together and treated equally? In an effort to contribute in searching for the answers to the mentioned questions, teachers and associates from the Department of Pedagogy, Faculty of Philosophy, University of Novi Sad, implemented the long-term research (2011-2015) within the project "Inclusive Education: From Pedagogical Concepts to Practice". The central part of the paper describes and analyzes preliminary results of the research on the teachers' attitudes towards the inclusion of children with developmental disabilities into regular educational groups or school classes. Besides indicating gradual positive changes in their attitudes, and strengthening motivation for professional development in the field of educational inclusion, still there is presence of particular prejudice, certain resistance, and lack of information on inclusion, despite increasing the number of professional developmental programs and various teaching subjects at all levels of studies at universities in Serbia, which prepare future teachers. Based on the obtained results, it has been concluded that there are grounds for cautious optimism, as follows: in the Republic of Serbia there have been achieved visible, significant initial results and identified challenges and obstacles in practice of inclusive education which has yet to be overcome.
The study provides a comparative review of 15 independently written studies on teachers’ attitudes toward inclusion in Serbia between 2002 and 2012. It also attempted to describe teachers’ attitudes toward inclusive education depending on the type of special need, as well as the main obstacles and benefits of a successful inclusion from the in-service teachers’ point of view. The findings show that shifts in teachers’ attitudes toward inclusion are slow despite numerous reform changes. The results are discussed in two stages, first before and then after the inclusion legislation was enacted. Furthermore, the overview showed that teachers in Serbia hold the most negative attitude toward inclusion of students with sensory impairments in mainstream schools. Despite resistance toward inclusion, teachers in Serbia realize its benefits, emphasizing the importance of developing social skills as well as reducing prejudice toward people with disabilities. The main obstacles to inclusion, as teachers perceive it, are insufficient education and inadequate professional development programs for teachers in Serbia, low peer status of children with disabilities in regular classrooms and lack of resources, which is in line with reform goals in Serbia.
Revija za Univerzalno Odličnost, 2016
Research Question (RQ): What are the attitudes of Slovenian primary school teachers towards the inclusion of children with special needs into regular school programs? Purpose: The purpose of the study was to encourage teachers to share and reflect on their personal experiences with inclusive education in Slovenia. This could help in the development of more successful models of practice. Method: This was a qualitative study. Focus interviews and individual, semi-structured interviews were conducted. Data was analyzed using qualitative content analysis. Results: Five categories emerged from the data. This article focuses on three of the categories and explores the robust division of teachers into two groups depending on their overall attitudes towards the inclusion and children with special needs. Organization: The findings of this study suggest that Slovenian education system is not fully transitioned into the inclusive model. Teacher training and practical support are often insufficient and inter-professional cooperation is not always satisfactorily established. Society: Inclusion of children with special needs reflects the quality of the whole school system and has implications for the functioning of the society. Originality: This is the first study in Slovenia that explored teachers' attitudes towards inclusion. It deepened the understanding of the phenomenon of inclusion and linked the findings with international studies on inclusion. Limitations / further research: Future research should explore the development and implementation of relevant teaching programs and courses as well as the development of better support networks within an inclusive model of education that should champion collaboration and cooperation.
Teachers’ views of inclusive education in Serbian schools
South African Journal of Education, 2019
This study was conducted to determine the attitudes of teachers concerning inclusion in schools all over Serbia. The respondents were teachers of different subjects who were tasked to anonymously complete the provided closed-type questionnaire (970 respondents). Primary and secondary school teachers from urban and rural areas of the Republic of Serbia participated in the research. The results indicate that the teachers are supportive of inclusion. Despite significant differences in respondents' answers, the results of the research show that there are many similarities in teacher responses toward inclusive education. The results show that it is still necessary to work on the implementation of inclusive education in Serbia, especially to educate the teaching staff and involve experts in the planning and development of individual educational plans.