PRINCIPLES OF THE INCLUSIVE EDUCATION AND THE ROLE OF TEACHERS AND IN-SCHOOL PROFESSIONAL STAFF
Journal Title: Journal of Special Education and Rehabilitation - Year 2010, Vol 11, Issue 1
Abstract
According to the Salamanca Declaration, inclusive education is understood as a developmental approach aiming to meet the educational needs of all children, youth, and adults, emphasizing those who are subjected to marginalization and exclusion. The approach provides equal opportunities for all to reach their maximum potential and achievement. Through a qualitative approach, the practice of inclusive education is explored in Macedonia: the attainment of universal standards, an analysis of the perception and understanding of inclusive education in relation to teachers, in-school professional staff, teacher educators and student teachers, and teachers’ perceptions in regard to the possession of competencies needed for inclusive education. Lastly, the existing role and responsibilities of teachers and professional staff is discussed and reconsidered. It was found that there is no consensus in the understanding of inclusive education in the circles of academics and practitioners. Further, teachers often perceive themselves as inadequately prepared to teach children with special needs. Namely, many competencies important for efficient practice are not systematically developed. The conclusion considers ways to ensure support for teachers and students. The role and responsibilities of in-school professional staff should be redefined in a way that allows for their on-going presence, availability, and active participation in the classroom teaching process.
Authors and Affiliations
Ognen SPASOVSKI
Keywords
Related Articles
- EP ID EP108199
- DOI -
- Views 104
- Downloads 0
DEVELOPMENT OF A QUALITY OF LIFE APPROACH: ISSUES ACROSS THE LIFESPAN
INTRODUCTION: Quality of life as an approach to intellectual and developmental disabilities has developed considerable over the past 30 years and now is having major impacts on the research, the delivery of services and...
PERCEIVED SUBJECTIVE WELLBEING OF PARENTS OF CHILDREN WITH SPECIAL NEEDS
The child with developmental disabilities significantly influences the lives of the other members within the family. Findings in the therapy and rehabilitation of children with developmental disabilities emphasize the im...
EDUCATIONAL WORK IN BOARDING SCHOOLS
COMPARATIVE ANALISYS OF ARTICULATION AND PHONOLOGY DISORDERS IN FUNCTION OF DIFFERENTIAL DIAGNOSIS
Sound expression is the first impression of speech and language. Whatever its origin, false pronunciation is the first sign. In the early school years of developmental speech – if a language disorder appears, it is often...
SENZITIVE COMUNICATION WITH CHILDREN WITH MODERATE INTELLECTUAL DISABILITY TROUGH THE EMOTIONAL-EXPRESIVE PRINCIPLES OF THE ICDP PROGRAME
While working with pupils with special educational needs, the necessity of compassion while communicating with them is more obvious. The exchange of emotions between the child and the special educator, as well as th...