INCLUSION IN PRE-SCHOOL INSTITUTIONS AND PRIMARY SCHOOLS
Keywords:
inclusion, children with special needs, teachers, programAbstract
The concept of inclusion, which implies a "school for all", is based on the respect of the education rights
of every child in proportion to his possibilities. Inclusion usually means the inclusion of children with special needs.
However, it includes all those who are marginalized due to their social position and for various reasons are not
included in the education system. A second problem is when they are included in the education system, but still not
given enough support.
The term inclusion implies the inclusion of children with special needs in the regular preschool and school system
and acceptance of their differences, so that everyone can benefit from it. In addition to the teaching staff and other
employees in education, many non-governmental organizations and international funds deal with inclusion.
The aim of the research is to investigate whether preschool institutions and primary schools in RSM are ready for
the challenges brought by the inclusion of children with special needs, their engagement, tasks, training as well as
the means available to the institutions.
Research methodology includes analytical basic methods: method of analysis, method of specialization and method
of deduction, as well as synthetic basic methods include: method of concretization, method of generalization and
method of induction.
The results of a situational analysis indicate that a large number of parents of children with special needs still face
obstacles for the child's enrollment in school, and the most common reason is the attitude of the employees with
72% that they do not have enough competences to work with the child and that the the child would be better off in
another school.
Discussion: Children should be provided with appropriate educational programs that are adapted to the individual
capacities and needs of children. Children with special needs should be an integral part of the group, respected and
accepted. They should be provided with support and assistance in establishing social interactions with peers and
other people.
Conclusion: Inclusion contains a significantly different value system and a different philosophy of education based
on it. It implies significant changes in terms of work programs, the education of educators and teachers, work
methods and the way of assessing the achieved results. Encouraging the development of all children is a
fundamental goal of inclusion.
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