The development of inclusive school practice: Characteristics and requirements
| Autor: | Marija S. Ratković, Emina Hebib, Radovan Antonijević |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
differentiated instruction
media_common.quotation_subject 0211 other engineering and technologies Context (language use) 02 engineering and technology lcsh:LB5-3640 Politics inclusive education policy 021105 building & construction Pedagogy inclusive school culture ComputingMilieux_COMPUTERSANDEDUCATION Quality (business) Sociology media_common inclusive school practice individualized instruction 4. Education 021107 urban & regional planning lcsh:Theory and practice of education Quality of teaching Work (electrical) Position (finance) Ideology School system |
| Zdroj: | Nastava i Vaspitanje, Vol 68, Iss 3, Pp 315-329 (2019) Nastava i vaspitanje (2019) 68(3):315-329 |
| ISSN: | 2560-3051 0547-3330 |
| Popis: | Reform processes in contemporary education systems taking place over the last few decades have aimed to implement a model of inclusive education in schools. Since the development of inclusive school practice is determined by a country's political, economic, cultural and historical context, school system reform in line with the ideology of inclusive education is one of the greatest challenges in the functioning of contemporary school systems. It is therefore important to consider the key characteristics of inclusive school practice, and the requirements that need to be met for the practice to be successful. The paper begins with an overview of the theoretical foundations, policies and practice of inclusive education, and then goes on to analyze the question of instruction differentiation and individualization in an inclusive educational context. Starting from the position that instruction is the central segment of school education, the characteristics of instruction in an inclusive context are considered and interpreted as the key characteristics of inclusive school practice. In addition to the quality of teaching, other requirements for the development of inclusive school practice that are singled out and analyzed are inclusive policy of school work and inclusive school culture. The concluding section emphasizes that the orientation of the school system and social orientation towards the philosophy of inclusive education are the basic requirements for the development of inclusive school practice and the determinants of its quality. |
| Databáze: | OpenAIRE |
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