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| Institute of Psychology, Faculty of Philosophy, in Skopje
Keywords
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