THE BARRIERS TO INCLUSIVE EDU­CA­TION: MAPPING 10 YEARS OF SERBI­AN TEACHERS’ ATTITUDES TO­WARD INCLUSIVE EDUCATION

The study provides a comparative review of 15 independently written studies on teachers’ attitudes toward inclusion in Serbia between 2002 and 2012. It also attempted to describe teachers’ attitudes toward inclusive education depending on the type of special need, as well as the main obstacles and b...

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Main Authors: Vera RAJOVIC, Olja JOVANOVIC
Format: Article
Language:English
Published: Faculty of Philosophy, Institute of Special Education and Rehabilitation 2013-09-01
Series:Journal of Special Education and Rehabilitation
Subjects:
Online Access:http://jser.fzf.ukim.edu.mk/files/PDF%203-4%202013/78-98_Rajovic_Jovanovic.pdf
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spelling doaj-98f3f5f832a7409f9ca5e17db775c1f82020-11-25T01:28:18ZengFaculty of Philosophy, Institute of Special Education and RehabilitationJournal of Special Education and Rehabilitation1409-60991857-663X2013-09-01143-47897JSER-2013-001210.2478THE BARRIERS TO INCLUSIVE EDU­CA­TION: MAPPING 10 YEARS OF SERBI­AN TEACHERS’ ATTITUDES TO­WARD INCLUSIVE EDUCATIONVera RAJOVICOlja JOVANOVICThe study provides a comparative review of 15 independently written studies on teachers’ attitudes toward inclusion in Serbia between 2002 and 2012. It also attempted to describe teachers’ attitudes toward inclusive education depending on the type of special need, as well as the main obstacles and benefits of a successful inclusion from the in-service teachers’ pointof view. The findings show that shifts in teachers’ attitudes toward inclusion are slow despite numerous reform changes. The results are discussed in two stages, first before and then after the inclusion legislation was enacted. Furthermore, the overview showed that teachers in Serbia hold the most negative attitude toward inclusion of students with sensory impairments in mainstream schools. Despite resistance toward inclusion, teachers in Serbia realize its benefits, emphasizing the importance of developing social skills as well as reducing prejudice toward people with disabilities. The main obstacles to inclusion, as teachers perceive it, are insufficient education and inadequate professional development programs for teachers in Serbia, low peer status of children with disabilities in regular classrooms and lack of resources, which is in line with reform goals in Serbia.The implications for further reform implementation are discussed, as well as the need for further clarifications in future research.http://jser.fzf.ukim.edu.mk/files/PDF%203-4%202013/78-98_Rajovic_Jovanovic.pdfinclusive educationteacher attitudespolicy reformch
collection DOAJ
language English
format Article
sources DOAJ
author Vera RAJOVIC
Olja JOVANOVIC
spellingShingle Vera RAJOVIC
Olja JOVANOVIC
THE BARRIERS TO INCLUSIVE EDU­CA­TION: MAPPING 10 YEARS OF SERBI­AN TEACHERS’ ATTITUDES TO­WARD INCLUSIVE EDUCATION
Journal of Special Education and Rehabilitation
inclusive education
teacher attitudes
policy reformch
author_facet Vera RAJOVIC
Olja JOVANOVIC
author_sort Vera RAJOVIC
title THE BARRIERS TO INCLUSIVE EDU­CA­TION: MAPPING 10 YEARS OF SERBI­AN TEACHERS’ ATTITUDES TO­WARD INCLUSIVE EDUCATION
title_short THE BARRIERS TO INCLUSIVE EDU­CA­TION: MAPPING 10 YEARS OF SERBI­AN TEACHERS’ ATTITUDES TO­WARD INCLUSIVE EDUCATION
title_full THE BARRIERS TO INCLUSIVE EDU­CA­TION: MAPPING 10 YEARS OF SERBI­AN TEACHERS’ ATTITUDES TO­WARD INCLUSIVE EDUCATION
title_fullStr THE BARRIERS TO INCLUSIVE EDU­CA­TION: MAPPING 10 YEARS OF SERBI­AN TEACHERS’ ATTITUDES TO­WARD INCLUSIVE EDUCATION
title_full_unstemmed THE BARRIERS TO INCLUSIVE EDU­CA­TION: MAPPING 10 YEARS OF SERBI­AN TEACHERS’ ATTITUDES TO­WARD INCLUSIVE EDUCATION
title_sort barriers to inclusive edu­ca­tion: mapping 10 years of serbi­an teachers’ attitudes to­ward inclusive education
publisher Faculty of Philosophy, Institute of Special Education and Rehabilitation
series Journal of Special Education and Rehabilitation
issn 1409-6099
1857-663X
publishDate 2013-09-01
description The study provides a comparative review of 15 independently written studies on teachers’ attitudes toward inclusion in Serbia between 2002 and 2012. It also attempted to describe teachers’ attitudes toward inclusive education depending on the type of special need, as well as the main obstacles and benefits of a successful inclusion from the in-service teachers’ pointof view. The findings show that shifts in teachers’ attitudes toward inclusion are slow despite numerous reform changes. The results are discussed in two stages, first before and then after the inclusion legislation was enacted. Furthermore, the overview showed that teachers in Serbia hold the most negative attitude toward inclusion of students with sensory impairments in mainstream schools. Despite resistance toward inclusion, teachers in Serbia realize its benefits, emphasizing the importance of developing social skills as well as reducing prejudice toward people with disabilities. The main obstacles to inclusion, as teachers perceive it, are insufficient education and inadequate professional development programs for teachers in Serbia, low peer status of children with disabilities in regular classrooms and lack of resources, which is in line with reform goals in Serbia.The implications for further reform implementation are discussed, as well as the need for further clarifications in future research.
topic inclusive education
teacher attitudes
policy reformch
url http://jser.fzf.ukim.edu.mk/files/PDF%203-4%202013/78-98_Rajovic_Jovanovic.pdf
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