Original scientific paper
Mile Ilić
; Filozofski fakultet, Univerzitet u Banjoj Luci, BiH RS
Abstract
After defining the term inclusive teaching – the new methodological model in the modern school – and explaining its theoretical basis, the author presents the methodological concept of this experimental empirical research conducted in two stages. It was established that classroom teachers who had participated in one semester of interactive training signifi cantly improved their professional (pedagogical- psychological and methodological) competences in delivering inclusive teaching in comparison with the control group of teachers who had participated in the traditional (lecture-dominated) training. The effect of inclusive teaching (the experimental factor), in the second stage of the experiment (the second semester) was that the students in the experimental group achieved significantly better learning outcomes (speed of silent reading, reading with understanding, writing) and educational effects (learning
motivation and verbal creativity) than the students in the control group who attended traditional teaching in the Serbian language in the fifth form of elementary school. This meant that the experiment confirmed the theoretical basis of inclusive teaching.
Keywords
inclusive teaching; educational effects; reading speed; reading with understanding; writing; learning motivation; verbal creativity
Hrčak ID:
48446
URI
Publication date:
22.12.2009.
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