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Psihologija
2016, vol. 49, br. 4, str. 431-445
jezik rada: engleski
vrsta rada: originalan članak
doi:10.2298/PSI1604431K

Creative Commons License 4.0
Individual education plan as an agent of inclusiveness of the educational system in Serbia: Different perspectives, achievements and new dilemmas
(naslov ne postoji na srpskom)
Univerzitet u Beogradu

e-adresa: olja.jovanovic@f.bg.ac.rs

Projekat

Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije (MPNTR - 179018)

Sažetak

(ne postoji na srpskom)
This paper consolidates data gathered through four recently conducted research studies on inclusive education in Serbia, all of them based on multiple-perspective design and mixed method approach. The main purpose is to explore achievements and unresolved contradictions in the implementation of individual education plan as a critical tool in the schooling of students who need additional support. The results suggest that the introduction of individual education plans has produced multiple contradictions between 'old habits' of schools and teachers and new tasks required by inclusive educational policy. Different attempts to resolve these contradictions are evident in the school practice, changing the use of individual education plans, the understanding of inclusive education of all involved actors and at the same time transforming the everyday education practice. Findings are discussed in the light of activity theory.

Ključne reči

inclusive education; individual educational plan; activity theory; multiple-perspective design

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