Individualni obrazovni plan - izazovi realizacije

Matić, Ivana

doi:10.19090/ps.2021.2.186-201

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…Authors Ilić-Stošović, Nikolić, and Maksić (2014) point out that the legislative basis is not precise enough, that there is no clearly developed methodology for creating the IEP, which not only confuses teachers, but also special education teachers and leads to various dilemmas. By reviewing the literature in the field of inclusive education, we come across the author's conclusions that inclusion has partially taken root in our country, including the implementation of IEP (Ilić-Stošović & Nikolić, 2013;Marković, 2017;Matić, 2021;Stančić & Petrović, 2013). The authors cite various challenges, including: insufficient equipment in schools (funds and premises), insufficient readiness of the environment, non-acceptance of peers, low social status of students with developmental disabilities, prejudices and insufficient training of teaching staff, and modest cooperation of parents and teachers/special education teachers.…”

Section: Participation Of Students With Disabilities In the Developme...mentioning

confidence: 99%

Participation of Students with Disabilities in the Development of Individual Education Plan

Rajšli-Tokoš

2023

Kpolisa

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The usefulness of individual education plans (IEP) is undeniable for students, parents and teachers/special education teachers. In addition to development (team cooperation), and implementation, the participation of students with disabilities and developmental disorders is essential. According to modern literature, only the participation of students and self-directed IEP meetings provide various benefits (development of self-evaluation skills, self-advocacy, and probability of motivation to achieve the goals planned in the IEP, etc.). The aim of the paper is to examine teachers and special education teachers about the participation and role of students in the first meeting of the IEP team. Additionally, to determine the differences in relation to the experience of working with students with developmental disorders and the educational profile of experts. This research included 131 respondents (94 teachers and 37 special education teachers) from various regular and special secondary schools. The research was conducted online through “Google Forms”, the data was collected through the questionnaire IEP Implementation Rating Scale – IEP IRS without the influence of the examiner. Based on the results, we concluded that students are often absent from the first IEP meeting, while teachers/special education teachers and parents are present. In this research, experience in working with students with developmental disorders was not significantly associated with student participation. However, differences in the educational profile are noted, special education teachers have a leading role and the participation of students with disabilities and disorders in development is modest.

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Section: Participation Of Students With Disabilities In the Developme...mentioning

confidence: 99%

Participation of Students with Disabilities in the Development of Individual Education Plan

Rajšli-Tokoš

2023

Kpolisa

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Self-assessment of teacher efficacy in Serbia: Serbian adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) scale

Matić

Škrbić

Kerkez

et al. 2022

European Journal of Special Needs Education

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Teachers’ attitudes towards inclusive education and the level of self-efficiency

Skrbic,

Jovanovska,

Matic

2023

Zb Matice srp drus nauke

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At the primary school age, the education of children with disabilities largely depends on the teachers who are often mentioned as one of the key factors. The sense of inadequacy and negative attitudes are present in many cases, and they are often disruptive factors in the success of these children?s education. This research aims to determine the attitudes of teachers towards inclusive education and to determine if there is a connection between attitudes and teachers? self-efficacy level. The research involved 70 teachers who filled out the Questionnaire of educators? attitudes about inclusion - SINKL 2.0 and Teachers? Sense of Efficacy Scale. The average value of the results was 3.59 out of a maximum of 5, and it is concluded that teachers? attitudes are slightly positive. Teachers express the most positive attitudes on the Partial Inclusion subscale (M = 4.18), and when it comes to self-efficacy assessment, they are most satisfied with their efficacy in teaching strategies (M = 4.00). Teachers rated their self-efficacy as relatively high, but there was no correlation between teachers? attitudes and their self-efficacy level. The results of this research have contributed to understanding the concept of education for children with disabilities in Serbia.

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Individualni obrazovni plan - izazovi realizacije

Cited by 3 publications

References 2 publications

Participation of Students with Disabilities in the Development of Individual Education Plan

Participation of Students with Disabilities in the Development of Individual Education Plan

Self-assessment of teacher efficacy in Serbia: Serbian adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) scale

Teachers’ attitudes towards inclusive education and the level of self-efficiency

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