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Nastava i vaspitanje
2011, vol. 60, iss. 3, pp. 406-418
article language: Serbian
document type: Review Paper
published on: 25/01/2012
Inclusive education and school context
University of Novi Sad, Faculty of Philosophy, Department of Pedagogy

e-mail: kostovic@neobee.net, sladjanaz71@gmail.com, tamara.borovica@gmail.com

Project

Projekat Ministarstva nauke Republike Srbije, br. 149009 (2006-2010): Evropske dimenzije promena obrazovnog sistema u Srbiji

Abstract

The concept of inclusive education is based on the philosophy of education which promotes education for all students in school, and the strategy which should contribute to promoting inclusive society. The paper analyses possibilities for the development of inclusive practice, and especially the prerequisites for the development of inclusive school. Also, the authors highlight the importance of proper evaluation of previous experiences in the process of implementation of inclusive approach in the school context, and the fact that the approach should necessarily include school pedagogues and psychologists as an unavoidable link in the process of efficient inclusive education. Hence the paper offers the results of an empirical research aimed at examining the attitudes of elementary-school pedagogues in Serbia toward inclusive education. Based on the qualitative analysis, the conclusion was drawn that, beside basically positive attitudes toward inclusion, their experiences show that there still are some objective limitations in the application of inclusive approach in the school context. This means that further development of inclusive school requires changes in curricular-contentwise, pedagogic, didactic, and social-psychological aspects of school. In other words, the direction of activities towards inclusive development of school should include pedagogic internal reforms, i.e. adopting school philosophy which would lead towards inclusive society.

Keywords

References

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