Baština (Jan 2014)
Conditions for more efficient implementation of the inclusive education
Abstract
Reform of the educational system means the inclusion as the integral component of the educational system as a whole. The essence of inclusive system of education is the change of school in that way each pupil makes progress as per his possibilities. Educational model of the pupil with disabilities is based upon the approach of 'positive discrimination' where the importance of the creation of such surrounding for learning which will enable an optimal development of psychological functions and the whole personality of the pupil with disabilities is emphasized. So, in the focus of attention potentials of the pupil are preserved, and not only difficulty. Alterations of attitudes toward the pupils with disabilities are the first precondition which should be met and the first barrier which should be eliminated in order to initiate the process of inclusive education. Some authors emphasize that psychological barriers such as stereotypes and negative attitudes toward the pupils with disabilities are being overcome by the process of inclusion. Inclusive education and positive experiences acquired by its realization have a reversible impact on the gradual alteration of attitudes, and development of more positive behaviour toward the pupils with disabilities. The development of the inclusive teaching in school commences by the active approach of teacher for such kind of teaching performance. It is indispensable, besides getting to know theoretic fundaments of inclusive teaching process, to work on broadening of professional competences of teacher on the following fields of methodological qualifications of teaching: identification of levels and structure of knowledge, development characteristics, developing, implementation and evaluation of the individualized programme of learning and model of inclusive teaching, and creation of individual educational curricula and programmes. It is not important to include only the pupil with special needs in regular classroom, but it is important not to neglect other pupils. The teacher is the one who should, including adequate motivation, professional qualification and support, activate positive changes with pupils and develop the sense of 'equality among pupils'. Educational system should ensure for all pupils the following: 1) equal right and accessibility of education without discrimination and separation based on gender, social, cultural, religious and other belonging; 2) qualitative and balanced education based upon the achievements of contemporary science; 3) education in democratically organized and socially responsible institution in which openness, co-operation and tolerance are fostered, 4) equal opportunities for education at all levels in accordance with the needs and interests of pupils without obstacles for changes, and education during the whole life; 5) qualification for work of pupils adjusted with contemporary requests of profession which they are prepared for.
