Inclusive education from the teacher's perspective: Roles, competences and barriers

Knežević-Florić, Č Olivera; Ninković, R Stefan; Tančić, D Nataša

doi:10.5937/nasvas1801007k

Nastava i vaspitanje

2018

DOI: 10.5937/nasvas1801007k

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Inclusive education from the teacher's perspective: Roles, competences and barriers

Č Olivera Knežević-Florić¹,

R Stefan Ninković²,

D Nataša Tančić³

Abstract: Разумевање перспективе наставника представља важну претпоставку функционалног спровођења инклузије у школама. Циљ овог истраживања био је да се испитају перцепције наставника о сопственим улогама у образовању ученика са сметњама у развоју, у односу на улоге школских психолога и педагога, њихове перцепције личних компетенција за инклузивно образовање, као и процене могућих баријера у остваривању васпитно-образовне инклузије. Узорак су чинила 102 наставника који раде у редовним основним школама, од којих је 60,8… Show more

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Cited by 3 publications

References 22 publications

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Inclusive education in Serbia from the perspective of primary school teachers: Competencies, benefits, barriers and preconditions

Milošević¹,

Maksimović²

2022

Nastava i vaspitanje

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The introduction of inclusive education in the Republic of Serbia has contributed to the development of the principles of humaneness and democracy and the exercise of the right to quality education in regular schools. Given that providing knowledge about the implementation of inclusive education is essential for the advancement of inclusive practice, the aim of our study was to examine teachers' beliefs about the competencies for inclusive education and about the benefits, barriers and preconditions for the advancement of inclusive education in primary schools. The study was conducted with a sample of 216 primary school teachers - teachers of grades 1-4 and subject teachers (grades 5-8) - and an instrument was designed for this purpose. The general findings point to the existence of negative attitudes among teachers towards the introduction of inclusive education in primary schools. There are differences between the beliefs of teachers of grades 1-4 and subject teachers regarding the competencies for inclusive education (a personalized approach to teaching (t(214)=0,886, p<,01) and understanding and respecting differences (t(214)=-1,902, p<,01)). At the same time, teachers who have attended multiple inclusive education programs have greater awareness of the importance of a personalized approach to teaching for inclusive education (F(2)=4,754, p<.05). Insufficient competence and motivation on the part of teachers for working with children who need additional support, as well as difficulties in organizing instruction, are some of the barriers that make teacher's work more difficult in practice. As regards preconditions, the findings suggest that teaching assistants, a smaller number of students per class, and teachers' professional development are crucial for the advancement of inclusive practice. The findings suggest that inclusive education has not yet been sufficiently accepted or adequately implemented in practice. In accordance with these findings, we offer recommendations for improving the preservice education and implicit pedagogy of primary school teachers and for increasing their capacities for the advancement of inclusive practice.

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Inclusive education in Serbia from the perspective of primary school teachers: Competencies, benefits, barriers and preconditions

Milošević¹,

Maksimović²

2022

Nastava i vaspitanje

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Teacher's experiences in working with children with developmental disabilities

Matić,

Škrbić,

Kerkez

et al. 2023

Norma

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Teachers are often mentioned among the key factors of the quality of the teaching process, and it is considered that teachers with experience in working with children with disabilities are more confident in their professional knowledge and skills and have high expectations of their students, despite the fact that some of them may have severe degree of developmental disability. The successful implementation of inclusive education in the sense of placing students with disabilities in classrooms within the regular system of education could contribute to the competence of teachers in this area, but also to their motivation to provide appropriate instructions and assistance. The goal of the research is to determine what type of developmental disabilities teachers most often encountered within the framework of direct work in education. The sample consisted of 288 teachers, and a questionnaire created for the purposes of this research was used. Based on the results of the research, it was determined the presence of differences in the type of disabilities among students included in the regular education system, compared to schools for the education of children with developmental disabilities, as well as a greater presence of children with developmental disabilities in the older grades of elementary school. There are also differences in the experience of teachers employed in urban areas compared to those employed in rural areas.

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Schools in rural areas and inclusive education: Current condition and possibilities

Stamatović¹,

Maksimović²

2023

Sociološki pregled

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The paper discusses the context of rural schools, and the current state and possibilities for the development of inclusive education in them. The law of the Republic of Serbia stipulates that all children must have access to and complete primary education, which implies, among other things, inclusive education, whereby each school must develop its own construct that matches the social and cultural circumstances in which the school operates, and the different needs of its students. The paper examines the presence of inclusive characteristics of education and the possibilities for improving inclusive education from the standpoint of teachers, on the sample of 160 teachers from 25 rural schools in Zlatibor district. A descriptive method and a survey method were applied. A special questionnaire for teachers, created for the purposes of this research, was used as the instrument. The results show that teachers estimate most of the characteristics of inclusive education as being present in their school, with the exception of inclusive teaching resources and assistive technologies. They see providing professional support and additional training for working with students who need support as the most important opportunity for improving the process of inclusive education.

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Inclusive education from the teacher's perspective: Roles, competences and barriers

Cited by 3 publications

References 22 publications

Inclusive education in Serbia from the perspective of primary school teachers: Competencies, benefits, barriers and preconditions

Inclusive education in Serbia from the perspective of primary school teachers: Competencies, benefits, barriers and preconditions

Teacher's experiences in working with children with developmental disabilities

Schools in rural areas and inclusive education: Current condition and possibilities

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