engleski

Necessity of the professional development and proficient improvement of teachers for inclusive education

The inclusion of children with special needs in regular upbringing and educational institutions is preached nowadays in Serbia, that’s why the issue of inclusive education is very current at the moment. There are a lot of questions about practical implementation of inclusion in our schools. In this project the author starts with some humane assumptions for the inclusion of children with special needs, some human conditions and vertical and horizontal passage of the educational system. Results of the research show some interesting indications about the teachers that support inclusion in confront of those who are opposed. Based on the indications, we may develop a productive dialog between two confronted sides and come to some arguments useful for implementation of inclusion ( determined theory and practice of the inclusive education). A precondition, but also a consequence of inclusion, is changing of personal attitudes. It is necessary to develop new relations based on mutual trust and conviction that all children are willing to change their old ideas and attitudes towards children with special needs and their families. This project will include also some social and emotional aspects of inclusive programs: prerequisite for inclusion of these children, relationship with peers and teachers, some specific problems and needs of parents of children with or without development difficulties, likewise some benefits of inclusive program for all participants. The results of theoretical and empirical research of our project, may be useful for humanization and promoting of inclusive process.

Inclusive education; humane assumptions; inclusive sistem; profesional competence

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