Original scientific paper
https://doi.org/10.32728/mo.06.3.2011.05
PREREQUISITES FOR THE IMPLEMENTATION OF INCLUSION
Petar Dmitrović
; Faculty of Education of Bijeljina, University of East Sarajevo (Bosnia and Herzegovina)
Abstract
Many people still think that work with children with special needs is idealistic and unreal. However, application of inclusion to children with special needs has become reality today, because it doesn’t require special conditions, taking into consideration that nine years long education is mandatory.
Opening of flexible schools is a requirement today, schools that are open, successfully managed, organised. enabled to work with pupils of various capabilities, cultures, languages, and focused focus on developing abilities, interests and needs, as opposed to over-defined, rigid and too demanding requirements in the curricula. It is necessary to provide fulfilment of rights to education to all children, and education without etiquette and segregation. In order to achieve more in teaching of these children, it is necessary to determine emotional maturity before school enrolment, and how family relations have affected emotional maturity of the child. Teaching practice is a part of an educational system that should build the foundations of inclusive education and accept diversity among children. However, it is very important not to neglect other children.
Adequately motivated, professionally competent and supported, the teacher is the one who initiates positive changes and develops a sense of equality among children.
Emotional maturity is an important factor for school enrolment preparation and one of the most important and biggest events during childhood. The preparation includes a child's development in all the areas that are important for his/her success at the beginning of primary education, i.e. for fulfilment of tasks and obligations set by the educational institution. Within regular teaching practice, foundations of inclusive education and acceptance of differences among children in every sense should be incorporated. It should be kept in mind that reforms directed against the interests of teaching staff and with their exclusion have not been successful.
Keywords
inclusive education; pedagogic standards; contemporary school; child maturity for school enrolment; pupils with special needs
Hrčak ID:
71609
URI
Publication date:
5.9.2011.
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