THE PREVALENCE OF DIFFERENT TEACHING METHODS IN INCLUSIVE EDUCATION

Abstract

Teaching methods represent the basic, regulatory elements of the teaching process. The aim of this study was to investigate the prevalence of different methods in inclusive Serbian schools. The sample consisted of 16 elementary schools attended by pupils with sensory impairments (visual and auditory impairments: N=69). 382 school classes of sixth and seventh grade were systematically observed to register the frequency of method used. Results have shown that the most frequently used method was the monologue (39,7%) followed by the dialogic method (39,2%) while other methods were used far less often (written/graphic presentation (12,3%), working with text (5,8%) and demonstration (2,8%)). The quality of teaching can be significantly lowered if one method is predominantly used in class. Implications for more effective teaching in inclusive schools are discussed, with special regard to pupils with sensory impairments.

Keywords

• inclusive education
• dialogic method
• monologic method
• teaching methods
• pupils with sensory impairments