Original scientific paper
https://doi.org/10.32728/mo.06.2.2011.06
INCLUSIVE EDUCATION AS A CONSEQUENCE OF THE GLOBALISATION PROCESS
Živorad Milenović
; Teacher Training Faculty, Leposavic (Serbia)
Abstract
After the industrial revolution seen as a modernization process, globalization has caused the greatest ideological – theoretical controversies. It is an objective and spontaneous process on the planet-wise scale, which covers a wide spectre of economic, political and cultural tendencies in the contemporary world. The consequences of the globalization are numerous. One of them is the Bologna Declaration which has initiated a thorough reform of the higher education in all countries of Europe. At the same time, the school reform at all levels has been continued, which in fact is not only a change of the schooling system, but also the replacement of the old, currently existing schools with schools featuring a new teaching organization, i.e. schools and classrooms of the 21st century. A significant place in these schools has been given to the inclusive education which foresees inclusion of children with special educational needs (i.e. individuals with minor development difficulties, as well as the gifted and other pupils, into all aspects of educational activities, lectures, extra-curricular, socially useful and cultural – public activities, in accordance with their individual potentials (cognitive, co native, social-moral, affective and psycho-motor) and the highest expected results of learning, creativity and teaching. Firstly, the inclusive education is significant both for children with learning difficulties and for the participation of their parents, as well as for children with normal development and their parents. It is also significant for the school itself, for the teachers and social environment within which the school operates. Secondly, up – to – date researches have indicated that the inclusive education has neither too great nor too significant contribution. On the other hand, its educational effectiveness is yet to be reviewed. The research in this study has been based on these assumptions. The Scale- SNOSIOKPG has comprised 157 teachers of class and subject teaching in the primary schools of the City of Nis. The data analyzed by factor analyses, t-test and variable analyses have shown a greater level of inclusiveness with class teachers than with subject teachers.
Keywords
globalization; inclusive education; inclusion; inclusive school; inclusive class; inclusive teaching; teacher; primary teaching; subject teaching
Hrčak ID:
71279
URI
Publication date:
10.6.2011.
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