The Barriers to Inclusive Education: Mapping 10 Years of Serbian Teachers' Arritudes Toward Inclusive Education
Апстракт
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 tea...chers 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. The implications for further reform implementation are discussed, as well as the need for further clarifications in future research.
Кључне речи:
teacher attitudes / policy reform / inclusive educationИзвор:
Journal of Special Education and Rehabilitation, 2013, 14, 3-4, 78-97Издавач:
- Faculty of Philosophy, Institute of Special Education and Rehabilitation
Институција/група
Psihologija / PsychologyTY - JOUR AU - Rajović, Vera AU - Jovanović, Olja PY - 2013 UR - http://reff.f.bg.ac.rs/handle/123456789/1731 AB - 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. The implications for further reform implementation are discussed, as well as the need for further clarifications in future research. PB - Faculty of Philosophy, Institute of Special Education and Rehabilitation T2 - Journal of Special Education and Rehabilitation T1 - The Barriers to Inclusive Education: Mapping 10 Years of Serbian Teachers' Arritudes Toward Inclusive Education EP - 97 IS - 3-4 SP - 78 VL - 14 DO - 10.2478/jser-2013-001210.2478 ER -
@article{ author = "Rajović, Vera and Jovanović, Olja", year = "2013", abstract = "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. The implications for further reform implementation are discussed, as well as the need for further clarifications in future research.", publisher = "Faculty of Philosophy, Institute of Special Education and Rehabilitation", journal = "Journal of Special Education and Rehabilitation", title = "The Barriers to Inclusive Education: Mapping 10 Years of Serbian Teachers' Arritudes Toward Inclusive Education", pages = "97-78", number = "3-4", volume = "14", doi = "10.2478/jser-2013-001210.2478" }
Rajović, V.,& Jovanović, O.. (2013). The Barriers to Inclusive Education: Mapping 10 Years of Serbian Teachers' Arritudes Toward Inclusive Education. in Journal of Special Education and Rehabilitation Faculty of Philosophy, Institute of Special Education and Rehabilitation., 14(3-4), 78-97. https://doi.org/10.2478/jser-2013-001210.2478
Rajović V, Jovanović O. The Barriers to Inclusive Education: Mapping 10 Years of Serbian Teachers' Arritudes Toward Inclusive Education. in Journal of Special Education and Rehabilitation. 2013;14(3-4):78-97. doi:10.2478/jser-2013-001210.2478 .
Rajović, Vera, Jovanović, Olja, "The Barriers to Inclusive Education: Mapping 10 Years of Serbian Teachers' Arritudes Toward Inclusive Education" in Journal of Special Education and Rehabilitation, 14, no. 3-4 (2013):78-97, https://doi.org/10.2478/jser-2013-001210.2478 . .