hrvatski

Integrated Upbringing and Education Assumptions in Contemporary Schools: Curriculum, Legislation, Model implementation, Competences

Assumptions of integrated upbringing and education, as well as the realization of contemporary approach in working with pupils with special needs, firstly means an open curriculum, legal acts and sub-acts that oblige the insurance of adequate conditions, models of schooling that determine the content-related and methodological adaption of teaching contents, and the teacher's and all other integrated education participants’ competence. A contemporary, structured and open teaching curriculum based on the acknowledgement of individual differences is a support, stimulus and backing for pupils as well as teachers, and the elementary assumption of creating a teaching process that supports individual differences as a chance for studying and mutual enrichment. The difference issue brings to the centre of attention the consideration of the possibility of stimulating, equal and even development of every individual pupil as an approach that enables the teacher’s theoretical organization creation in upbringing and education – a process whose complexity derives from the diversity of aims, contents, approaches, methods, social forms of work, achievements and evaluation procedures. The application of these elements in the upbringing – education practice that supports the recognition and acknowledgment of individual differences presumes a competent teacher. An exemplary didactic-methodological approach is only a part of the entire professional engagement of the teacher in the process of integrated upbringing and education. His professional know-how is measured by his pedagogical, didactic, methodological, subject-related, but also cognitive, affective, social and reflexive competences. Since the assumptions for the realization of a contemporary approach to pupils with special needs imply, among other, the changes within legal provisions, this work gives an illustration of the schooling model for children with special needs in the Republic of Croatia. Some provisions and quotes from law, regulations, the Croatian National Standards of Education (HNOS), National Curriculum Framework (NOK), and the possibility of implementing these provisions into practice are here stated.

children with special needs; open curriculum; integration; education model; teacher competence

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