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Život i škola : časopis za teoriju i praksu odgoja i obrazovanja, Vol. LVIII No. 27, 2012.

Review article

Humane Assumptions of Inclusive Education of Hearing-Impaired Students

Amra Imširagić ; Centar za obrazovanje, vaspitanje i rehabilitaciju slušanja i govora, Tuzla, Bosna i Hercegovina

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Abstract

Educational inclusion is defined as the way in which efforts are made to
enable any person, regardless of their circumstances and experience, to reach their
full potential in life. Italy has over 30 years of practice in including children with
special needs in the regular educational system. As far as development of inclusion in
the Balkans, that is, Bosnia and in Herzegovina is concerned, it is still in its initial
phase.
It will take a lot of time to raise awareness of the importance of inclusion and
develop responsibility for introducing such a practice in this region. Inclusive
education has developed as a movement that was intended to challenge the former
theory and practice of exclusivity and it has become a favoured adopted approach for
the education of all students in regular schools. The main objective of this paper is to
point at the humane assumptions of inclusion of hearing-impaired students through
the use of sign language and a host of other prerequisites for their successful
inclusion into regular educational system. Only in this way will an organized
inclusion of hearing-impaired students give positive results, which is the involvement
of children in the entire social life.

Keywords

inclusion; hearing-impaired students; humane assumptions of inclusion; sign language

Hrčak ID:

83167

URI

https://hrcak.srce.hr/83167

Publication date:

11.6.2012.

Article data in other languages: croatian german

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