In addition to improving school effectiveness and efficiency in the functioning of school systems, achieving equity and fairness in education is highlighted as one of the main objectives and the key content of the current reforms of contemporary school systems. The measures of global and national educational policies are, among other things, oriented towards the development and application of the theoretical and practical model of education aimed at competency development on one hand, and on the other hand, at the development of inclusive educational practice. The success in implementing inclusive education depends on the measures of educational policy as well as on the changes in the structure of the teaching process, the school as the institution, and the school system. Teachers as key actors of school work, i.e., their professional work, represent a very important determinant of successful implementation of inclusive education and quality of school education as a whole. The question of redefinition and reconceptualization of the role of teachers in the conditions of implementing inclusive education is analyzed in this paper. The changes in teachers’ work are explained by specifying and describing the jobs and activities of teachers which are

/pdf/inclusive-education-as-a-framework-for-changes-in-teachers-4p5v8tgcxf.pdf

Inclusive Education as a Framework for Changes in Teachers’ Work

The success of inclusive education, measured by the students' sense of belonging in school, has recently become the subject of numerous foreign research papers, while a modest number of papers on this topic can be found in our literature. Given that inclusive education has been present in our country for a decade, the aim of the research was to determine the level of the sense of belonging in a school environment of children with developmental difficulties in an inclusive environment. The sample consisted of 35 children with developmental difficulties from 11 primary schools in which inclusive education has been implemented for at least eight years. The research used the Sense of Belonging in School Scale adapted for the needs of the research with children with developmental difficulties. The results of the research obtained by the scaling technique showed that the majority of the students have a high level of the sense of belonging in their school, and no statistically significant difference was found in relation to the type of developmental difficulty. The highest degree of agreement with the statements was found in students with physical and sensory disorders, followed by students with intellectual disabilities, then disorders within the spectrum of autism, while students with behavioral difficulties agreed the least with the claims. The obtained results indicate a positive experience of students during schooling in inclusive classes.

/pdf/pripadnost-skoli-posmatrana-iz-ugla-ucenika-sa-smetnjama-u-4zzl7ho6lu.pdf

Pripadnost školi posmatrana iz ugla učenika sa smetnjama u razvoju

https://fedorabg.bg.ac.rs/fedora/get/o:10424/bdef:Content/get

Socijalna interakcija učenika sa smetnjama u razvoju u osnovnoj školi

In our country, there have been few studies focusing on the exploraion of friendly relations among peers in the school context, especially those established among the pupils with developmental difficulties. Therefore, our goal was to get an insight into the quatity of the established friendly relations among pupils in regular primary school classes and to examine to what extent the developmental specificities of the pupils (pupils with developmental difficulties/pupils without developmental difficiulties), gender, age, general school achievement, and mother's and father's level of education predict friendships with peers. A total of 120 pupils (28 girls and 92 boys) from 36 classes of the fourth and eighth grades from eight primary schools from the territory of the city of Belgrade participated in our research. A half of the total sample consisted of pupils with developmental difficulties, while the other half consisted of pupils without developmental difficulties. We applied a socio-metric technique of peer nominations (a friendly relationship is established if two pupils nominate each other in the question "Name up to three pupils that you would like to be friends with"). In terms of data processing, apart from descriptive statistics, we applied a regression model that belongs to generalized linear models (Poisson's regression). The results indicate that the number of established friendships increases with pupils' age, better school achievement, and parents' higher level of education, and that pupils without developmental difficulties make more friendships with their peers than pupils with developmental difficulties. The findings of the regression model confirm that age and developmental specificities statistically highly predict the level of peer friendships, whereas this was not confirmed relative to pupils' gender, school achievement, and parents' level of education. The pupils without developmental difficulties are more likely to make friends with their peers than the pupils with developmental difficulties. In addition, the eighth-grade pupils are more likely to establish mutual friendships than the fourth-grade pupils. We selected the key implications and offer suggestions for further research.

Establishing friendly relations with primary school peers

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Socijalna interakcija učenika sa smetnjama u razvoju u osnovnoj školi

Establishing friendly relations with primary school peers