Razumevanje inkluzivnega izobraževanja na Kosovu: pravna in empirična utemeljitev

  • Naser Zabeli Faculty of Education, University of Pristina, Kosovo
  • Blerta Perolli Shehu Faculty of Education, University of Prishtina, Kosovo
  • Jeffrey A. Anderson Indiana University School of Education, USA
DOI: https://doi.org/10.26529/cepsj.692
Ključne besede: otroci s posebnimi potrebami, inkluzivno izobraževanje, mednarodni konteksti, kosovski kontekst, perspektive učiteljev

Povzetek

Članek obravnava konceptualizacije inkluzivnega izobraževanja v mednarodnem okolju in na Kosovem ter dejansko in pravno utemeljuje koncept. Raziskava preučuje odnos učiteljev do inkluzivnega izobraževanja in njihovo razumevanje tega področja ter navaja argumente za inkluzivno izobraževanje in proti njemu, izzive pri njegovem izvajanju in obete za prihodnost. Podatke smo pridobili z intervjuji ključnih oseb. Kvalitativna raziskava je temeljila na analizi izkušenj šestih učiteljev. Ugotovitve so pokazale, da učitelji veliko vedo o inkluzivnem izobraževanju, za katero verjamejo, da v celoti pozitivno učinkuje na otroke s posebnimi potrebami. Po njihovem mnenju so lahko otroci tako uspešnejši od njihovih vrstnikov na področju socializacije in usvojitve primernega vedenja, vendar pa je njihov učni uspeh slabši zaradi omejenega znanja učiteljev o individualiziranem načrtovanju in diferenciranem poučevanju ter zaradi pomanjkanja institucionalne podpore in ustrezne evalvacije dela posameznega učitelja.

Prenosi

Podatki o prenosih še niso na voljo.

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Objavljeno
2021-09-28
Kako citirati
Zabeli, N., Shehu, B. P., & Anderson, J. A. (2021). Razumevanje inkluzivnega izobraževanja na Kosovu: pravna in empirična utemeljitev. Revija Centra Za študij Edukacijskih Strategij , 11(3), 119–139. https://doi.org/10.26529/cepsj.692
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