ЗАСТУПЉЕНОСТ РАЗЛИЧИТИХ ОБЛИКА РАДА У ИНКЛУЗИВНОЈ НАСТАВИ КОЈУ ПОХАЂАЈУ УЧЕНИЦИ СА СЕНЗОРНИМ СМЕТЊАМА
THE EXTENT OF USE OF DIFFERENT SOCIAL FORMS IN INCLUSIVE TEACHING OF STUDENTS WITH SENSORY IMPAIRMENT

Summary/Abstract: Social forms of instruction are regulators of the teaching and learning process and have therefore often been the subject of research. The aim of this paper was to examine the extent to which different social forms of instruction (frontal, group and individual) are represented in inclusive teaching of students with sensory impairment. The sample consisted of 16 primary schools in the Republic of Serbia attended by students with sensory impairment (visual impairment and hearing impairment: N = 69). Data on the extent of use of different social forms of instruction was collected using systematic observation in 382 classes conducted in the sixth and seventh grades of these primary schools. Results show that in two thirds of the classes observed, frontal teaching is prevalent (67.7%). Individual work is used far less (22.6%), and group work and work in pairs is least often used (1.7% and 1.3% respectively). Teacher-centered instruction is still prevalent in schools, hence the dominance of frontal teaching. Considering the characteristics and aims of inclusive education, as well as the fact that students with sensory impairment can benefit from social interaction through classroom work on multiple levels, frontal teaching by itself is insufficient for the teaching and learning process to be effective. Frontal teaching does have the advantage of efficiency, but should nevertheless be used to an equal extent as individual and group work in all stages of classroom instruction.

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