INCLUSIVE EDUCATION AS A CONSEQUENCE OF THE GLOBALISATION PROCESS ; INKLUZIVNO OBRAZOVANJE KAO POSLEDICA GLOBALIZACIJE.

Autor/Urheber	Milenović, Živorad
Institution	University of Juraj Dobrila Pula, The Department of Preschool and Primary Education
Titel	INCLUSIVE EDUCATION AS A CONSEQUENCE OF THE GLOBALISATION PROCESS ; INKLUZIVNO OBRAZOVANJE KAO POSLEDICA GLOBALIZACIJE.
Quelle	In: Metodički obzori : časopis za odgojno-obrazovnu teoriju i praksu ; ISSN 1846-1484 (Print) ; ISSN 1848-8455 (Online) ; Volume 6(2011)2 ; Issue 12(2011) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	globalization; inclusive education; inclusion; inclusive school; inclusive class; inclusive teaching; teacher; primary teaching; subject teaching; globalizacija; inkluzivno obrazovanje; inkluzija; inkluzivna škola; inkluzivni razred; inkluzivna nastava; nastavnik; razredna nastava; predmetna nastava
Abstract	After the industrial revolution seen as a modernization process, globalization has caused the greatest ideological – theoretical controversies. It is an objective and spontaneous process on the planet-wise scale, which covers a wide spectre of economic, political and cultural tendencies in the contemporary world. The consequences of the globalization are numerous. One of them is the Bologna Declaration which has initiated a thorough reform of the higher education in all countries of Europe. At the same time, the school reform at all levels has been continued, which in fact is not only a change of the schooling system, but also the replacement of the old, currently existing schools with schools featuring a new teaching organization, i.e. schools and classrooms of the 21st century. A significant place in these schools has been given to the inclusive education which foresees inclusion of children with special educational needs (i.e. individuals with minor development difficulties, as well as the gifted and other pupils, into all aspects of educational activities, lectures, extra-curricular, socially useful and cultural – public activities, in accordance with their individual potentials (cognitive, co native, social-moral, affective and psycho-motor) and the highest expected results of learning, creativity and teaching. Firstly, the inclusive education is significant both for children with learning difficulties and for the participation of their parents, as well as for children with normal development and their parents. It is also significant for the school itself, for the teachers and social environment within which the school operates. Secondly, up – to – date researches have indicated that the inclusive education has neither too great nor too significant contribution. On the other hand, its educational effectiveness is yet to be reviewed. The research in this study has been based on these assumptions. The Scale- SNOSIOKPG has comprised 157 teachers of class and subject teaching in the primary schools of the City of Nis. The data analyzed by factor analyses, t-test and variable analyses have shown a greater level of inclusiveness with class teachers than with subject teachers. ; Posle industrijske revolucije kao procesa modernizacije, najveće idejno-teorijske kontraverze izazvala je globalizacija. To je objektivan i spontan proces planetarnih razmera, koji se odnosi na širok spektar ekonomskih, političkih i kulturnih tendencija u savremenom svetu. Posledice globalizacije su brojne. Jedna od njih je i Bolonjska deklaracija, koja je prouzrokovala korenitu reformu visokog obrazovanja u svim zemljama Evrope. Istovremeno, nastavljena je i reforma školstva na svim nivoima, koja nije samo promena u sistemu školstva, već zamena starih, postojećih škola, školama sa novom organizacijom nastave, odnosno školama i razredima XXI veka. Značajno mesto u ovim školama dobija i inkluzivno obrazovanje koje podrazumeva uključivanje sve dece sa posebnim obrazovnim potrebama (tj. pojedince sa lakšim razvojnim teškoćama i darovite i sve ostale učenike u sve vidove vaspitno-obrazovnih aktivnosti, nastavnih, vannastavnih, društveno-korisnih i kulturno-javnih, prema njihovim individualnim potencijalima (kognitivnim, konativnim, socijalno-moralnim, afektivnim i psihomotornim) i maksimalno očekivanim ishodima učenja, kreiranja i poučavanja). S jedne strane, inkluzivno obrazovanje je značajno kako za decu sa smetnjama u učenju i učešću i njihove roditelje, tako i za decu koja imaju uobičajeni razvoj i njihove roditelje. Značajno je i za školu, za nastavnike i za društvenu sredinu u kojoj se škola nalazi. S druge strane, dosadašnja istraživanja su pokazala da inkluzivno obrazovanje nema ni preveliki ni značajni doprinos. Naprotiv, njegovu vaspitno-obrazovnu efikasnost treba preispitati. Polazeći od ovih pretpostavki rađeno je istraživanje prikazano u ovom radu. Skalerom – SNOŠIOKPG, obuhvaćeno je 157 nastavnika razredne i predmetne nastave osnovnih škola Grada Niša. Podaci obrađeni faktorskom analizom, t-testom i analizom varijance, pokazali su da je veći nivo inkluzivnosti kod nastavnika razredne u odnosu na nastavnike predmetne nastave.
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