Inclusive Education: Proclamations or Reality (Primary School Teachers' View)

Autor/in	Slavica, Pavlovic
Titel	Inclusive Education: Proclamations or Reality (Primary School Teachers' View)
Quelle	7 (2010) 10, S.62-69 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Likert Scales; Educational Change; Foreign Countries; Program Implementation; Accessibility (for Disabled); Inclusion; Mainstreaming; Elementary School Teachers; Teacher Attitudes; Position Papers; Educational Policy; Performance Factors; Barriers; Educational Assessment; Educational Indicators; Bosnia and Herzegovina + Suchen Sie Ihr Suchwort? Likert-Skala; Bildungsreform; Ausland; Accessibility; Zugänglichkeit; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Positionspapier; Politics of education; Bildungspolitik; Leistungsindikator; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Bosnia-Herzegovina; Bosnien-Herzegowina
Abstract	This paper deals with 2 focal points of inclusive education, which is the integral segment of the current education reform in the Bosnia and Herzegovina: its position in various proclamations and in primary school teachers' reality, i.e., legislative aspects vs. everyday situation in primary schools. The survey research was carried out through the 5-level Likert scale, on the sample of 105 primary school teachers working in Herzegovina-Neretva Canton (specific for its education reform implementation). The aim was to examine the attitudes of the direct implementors of the education reform and the inclusive education (2003-2009)--primary school teachers, with particular reference to: teachers' acquaintance with inclusive education requirements; their involvement in its designing, planning and organization; relevant professional education; school preparedness for inclusive education; level of partnership with relevant subjects; and evaluation of the inclusive education implementation. The results obtained have indicated exactly the lack of the mentioned as the main issues of the implementation of inclusive education within compulsory primary schools in Herzegovina-Neretva Canton. Therefore, this paper gives a kind of guidelines for the improvement of the inclusive education, derived directly from the teachers' everyday experiences, problems, proposals, notes and suggestions. (Contains 5 tables and 14 footnotes.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10