The Understanding of Inclusive Education in Kosovo: Legal and Empirical Argumentation
| Autor: | Jeffrey A. Anderson, Blerta Perolli Shehu, Naser Zabeli |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Überzeugung
Educational policy inclusive education Einstellung effect Empirical research Kosovo Konzeption Handicap Context (language use) Special needs Individual support Representation (arts) Education Argumentation theory Einstellung Argumentation Sonderpädagogischer Förderbedarf Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Sociology Interview L7-991 Fundamental concepts Lehrer Inclusion Bildungspolitik Teacher teacher perspectives international contexts Pupil Education (General) Conception Pupils children with special needs Work (electrical) Attitude Individuelle Förderung Empirische Forschung Schüler Special Educational Needs Behinderung Inclusion (education) Inklusion kosovo context |
| Zdroj: | Center for Educational Policy Studies Journal, Vol 11, Iss 3, Pp 119-139 (2021) |
| ISSN: | 2232-2647 1855-9719 |
| Popis: | The article looks at conceptualisations of inclusive education in the international and Kosovo context, including the factual argumentation and legal representation of the term. The study explores the attitudes of teachers and their understanding of inclusive education, including arguments for and against it, implementation challenges, and perspectives. Interviews were used as a tool to generate information from key informants. The study is qualitative and based on an analysis of the experiences of six in-service teachers. The findings suggest that teachers have a wide knowledge of inclusive education and believe it has only positive effects for children with special needs. They believe that children can achieve more in terms of socialisation and modelling of good behaviours from their peers, but that success in academic achievements is lower because of the limited knowledge of teachers about individualised planning and differentiated teaching, and a lack of institutional support and proper evaluation of each teacher’s work. |
| Databáze: | OpenAIRE |
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