Challenges of democratisation: development of inclusive education in Serbia
Апстракт
Educational reforms, as initiated in Serbia in 2001, were based on the concept ofquality education for all. This concept was put into practice as an inclusive approachin 2010/11. Inclusive education has been defined as a provision of full support andoptimal environment for each student to be taught in the nearest school and in aregular class. In this paper we review the achieved results in providing necessaryconditions for a successful implementation of the inclusive education, i.e., schoolpolicy, preparation of teachers, building-up their attitudes and system of values, aswell as attitudes and system of values of other participants in the educationalprocess. It has been shown that educational institutions, teaching staff and otherparticipants in the educational process are fully aware of the need for an integratedschooling of all children and accept the concept of inclusive education. However,several shortcomings of the current inclusive education have been revealed. Theyare a consequ...ence of the means it has been implemented, as well as socio-economicconditions that affect the Serbian society and educational sector as its part.
Кључне речи:
Serbia / democratisation / education policy / inclusive practiceИзвор:
Education in one world : Perspectives from different Nations, 2013, 11, 209-215Издавач:
- Bulgaria : Bulgarian Comparative Education Society
Финансирање / пројекти:
- Модели процењивања и стратегије унапређивања квалитета образовања у Србији (RS-MESTD-Basic Research (BR or ON)-179060)
- Унапређивање квалитета и доступности образовања у процесима модернизације Србије (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
- From encouraging initiative, cooperation and creativity in education to new roles and identities in society” (No. 17034), financially supported by the Ministry of Education, Science, and Technological Development of the Republic of Serbia.
Институција/група
Pedagogija / PedagogyTY - CHAP AU - Spasenović, Vera AU - Maksić, Slavica PY - 2013 UR - http://ipir.ipisr.org.rs/handle/123456789/741 UR - http://reff.f.bg.ac.rs/handle/123456789/4198 AB - Educational reforms, as initiated in Serbia in 2001, were based on the concept ofquality education for all. This concept was put into practice as an inclusive approachin 2010/11. Inclusive education has been defined as a provision of full support andoptimal environment for each student to be taught in the nearest school and in aregular class. In this paper we review the achieved results in providing necessaryconditions for a successful implementation of the inclusive education, i.e., schoolpolicy, preparation of teachers, building-up their attitudes and system of values, aswell as attitudes and system of values of other participants in the educationalprocess. It has been shown that educational institutions, teaching staff and otherparticipants in the educational process are fully aware of the need for an integratedschooling of all children and accept the concept of inclusive education. However,several shortcomings of the current inclusive education have been revealed. Theyare a consequence of the means it has been implemented, as well as socio-economicconditions that affect the Serbian society and educational sector as its part. PB - Bulgaria : Bulgarian Comparative Education Society T2 - Education in one world : Perspectives from different Nations T1 - Challenges of democratisation: development of inclusive education in Serbia EP - 215 SP - 209 VL - 11 UR - https://hdl.handle.net/21.15107/rcub_reff_4198 ER -
@inbook{ author = "Spasenović, Vera and Maksić, Slavica", year = "2013", abstract = "Educational reforms, as initiated in Serbia in 2001, were based on the concept ofquality education for all. This concept was put into practice as an inclusive approachin 2010/11. Inclusive education has been defined as a provision of full support andoptimal environment for each student to be taught in the nearest school and in aregular class. In this paper we review the achieved results in providing necessaryconditions for a successful implementation of the inclusive education, i.e., schoolpolicy, preparation of teachers, building-up their attitudes and system of values, aswell as attitudes and system of values of other participants in the educationalprocess. It has been shown that educational institutions, teaching staff and otherparticipants in the educational process are fully aware of the need for an integratedschooling of all children and accept the concept of inclusive education. However,several shortcomings of the current inclusive education have been revealed. Theyare a consequence of the means it has been implemented, as well as socio-economicconditions that affect the Serbian society and educational sector as its part.", publisher = "Bulgaria : Bulgarian Comparative Education Society", journal = "Education in one world : Perspectives from different Nations", booktitle = "Challenges of democratisation: development of inclusive education in Serbia", pages = "215-209", volume = "11", url = "https://hdl.handle.net/21.15107/rcub_reff_4198" }
Spasenović, V.,& Maksić, S.. (2013). Challenges of democratisation: development of inclusive education in Serbia. in Education in one world : Perspectives from different Nations Bulgaria : Bulgarian Comparative Education Society., 11, 209-215. https://hdl.handle.net/21.15107/rcub_reff_4198
Spasenović V, Maksić S. Challenges of democratisation: development of inclusive education in Serbia. in Education in one world : Perspectives from different Nations. 2013;11:209-215. https://hdl.handle.net/21.15107/rcub_reff_4198 .
Spasenović, Vera, Maksić, Slavica, "Challenges of democratisation: development of inclusive education in Serbia" in Education in one world : Perspectives from different Nations, 11 (2013):209-215, https://hdl.handle.net/21.15107/rcub_reff_4198 .