Pregledni rad
Financing the special needs education in some european countries and in Croatia
Anđelka Slavić
orcid.org/0000-0002-8188-4519
; Osnovna škola don Lovre Katića, Solin
Sažetak
A modern approach to the education of students with disabilities presupposes conceptual changes that include changes in the legislative framework and terminology, including the introduction of diversified content and methods of work and further teacher training. Attention is focused on students’ abilities and needs, individualization in approach and on providing additional support to students using various rehabilitation programs. Inclusive education, initially treated as an innovation in special education, is considered in a broader context today. The basic principle of inclusion assumes that children should learn together, wherever possible, regardless of all the problems and differences they may have. Achieving inclusion requires finding efficient models of financial support. The 1994 OECD report determined that the average cost of accommodation for children with disabilities in general educational establishments was seven to nine times more profitable than the cost of their accommodation in special schools (Peters, 2004). Recent studies conducted in countries and regions where inclusive education is applied, have reported on the personal, social and economic benefits in the process of educating elementary-school children with disabilities in general institutions. The systems of financing the education of students with disabilities in different countries cannot be compared with one another, but advantages and disadvantages of different models can be analyzed. In this paper we have considered some models of financing the education of students with difficulties in some European countries and in Croatia.
Ključne riječi
inclusive education; models of financing; students with disabilities; teacher education; rehabilitation programs
Hrčak ID:
81746
URI
Datum izdavanja:
28.12.2011.
Posjeta: 1.599 *