Inkluzivno obrazovanje: od zakonske regulative do praktične realizacije
Inclusiveeducation: From Legislation To Implementation

Summary/Abstract: This paper presents the results of the research aimed at exploring teachers’ views on the two-year implementation of the legally prescribed activities in the field of inclusive education. Research participants were 145 class teachers from 20 primary schools in the central and suburban parts of the City of Belgrade. A questionnaire created for this research was used to collect the data with the purpose of gaining insight into teachers’ opinions on the changes that had occurred in this field, their roles in inclusive education and qualifications for this process, their understanding of the individual education plan, the support provided by the school, and the most frequent obstacles teachers encounter and the manner they overcome them. More than a half of the teachers are of the opinion that there have been no significant changes in inclusive education practice. Likewise,more than a half of the teachers did not attend the organized training for inclusive education and think that they are not qualified for this process. Previous experience of working with children with disabilities and the training provided in seminars had a positive effect on teachers’ perception of their own qualifications for inclusive education. In teachers’ opinion, the key barriers for inclusive education are to be found in those segments of the education system that are under the direct jurisdiction of the Ministry of Education rather than their own or of the schools they work in. Further development of inclusive education in our country should be focused on the improvement of relevant teachers’ competencies. In addition to developing pedagogical expertise, this would also entail raising awareness of personal responsibility for the effectiveness of inclusive education.

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