Specifičnosti i karakteristike inkluzivnog obrazovanja u nastavnom procesu iz ugla nastavnika
Process from the teacher's point of view

Author(s): Muzafer Hadžić, Mirsada Tulumović-Kalajac
Subject(s): Preschool education, School education, State/Government and Education, Inclusive Education / Inclusion, Sociology of Education, Pedagogy
Published by: CENTAR MODERNIH ZNANJA
Keywords: educational system; inclusive teaching; children with developmental disabilities; teacher;
Summary/Abstract: A special problem in regular schools is that all children who have been found to experience or have certain difficulties or special needs are not categorized. In this case, teachers and professional staff do not have any formal obligation to adjust the curriculum. This implies that these students are only integrated, but not included in the teaching process, which is created according to their individual needs and development possibilities. In this paper, the issue of adequate implementation of inclusive educational work is analyzed, with a special emphasis on the importance of including children with disabilities in inclusive education, the role of teachers in the implementation of the inclusive educational process, and the importance of educators', teachers' and teachers' attitudes towards children with disabilities. in development and their inclusion. In addition, the importance and highlighted role of teachers and all other actors of the educational process in achieving the proclaimed goals of social inclusion of children with developmental disabilities was emphasized.

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