Obrazovanje u Srbiji - mogućnosti inkluzivnog i e-učenja

Abstract

Autori u ovom radu razmatraju mogućnosti unapređenja inkluzivne edukacije upotrebom informacionih tehnologija i elektronskog učenja. Ovaj rad je podeljen u tri dela: Prvi deo je fokusiran na različite pristupe koncepta inkluzivnog obrazovanja i njegovim odnosima prema sličnim konceptima - socijalne inkluzije i obrazovne integracije. Suštinski principi inkluzivnog obrazovanja su razmatrani u drugom delu rada (princip jednakih šansi, princip ličnog i individualnog pristupa, princip ličnog razmatranja i različite obrazovne potrebe, princip permanentnog obrazovanja) kao i potencijalni problemi u njihovoj praktičnoj primeni. Treći deo je posvećen različitim šansama i modelima e- obrazovanja kao funkciji unapređenja inkluzivnog obrazovanja. Istraživači prikazuju pregled nekih skorašnjih projekata i koriste svoje rezultate kako bi diskutovali prednosti upotrebe e-obrazovanja kao alternativne mogućnosti i podrške inkluzivnom učenju. U finalnom delu rada, autori zaključuju da novi pravci razvoja u visokoškolskom obrazovanju - od virtualnih univerziteta i prekogranične edukacije do e-učenja - svi pomažu naporima tradicionalnog višeg obrazovanja da se prilagode izazovima razvoja savremenih komunikacionih tehnologija.

The authors discuss in this paper how information technologies and e-learning can support and improve inclusive education. This paper is divided into three parts: The first part is focused on different approaches to the concept of inclusive education and its relations to the similar concepts - social inclusion and educational integration. In the second part are considered the essential principles of inclusive education (principle of equal opportunities, principle of personal and individualistic approach, the principle of personal consideration and their different educational needs, principle of permanent education) as well as potential problems in their practical applying process. The third part is devoted to different opportunities and e-learning models as an function of inclusive education improvement. The researchers present an overview of the some recent projects and use their results to discuss advantages of using e-learning as an alternative opportunity and support to inclusive education. They concluded in the final part of the paper that new developments in higher education - from virtual universities and cross-border education to e-learning - all speak to the efforts on the traditional higher education community to address the challenges they face in new technology driven on-line environment. In addition, the authors findings suggest that without good policy and financial support there is no good interaction between inclusive education and e-learning.