EDUCATION AND SKILLS OF TEACHERS FOR INCLUSIVE EDUCATION IN EUROPE AND KOSOVO
Keywords:
Competencies of teachers, initial education of teachers, inclusive education, multilingual environments, children with special educational needsAbstract
This article represents teachers' competencies that are needed to more easily meet the needs of inclusive education. It is assumed that the teacher has the key role in this process and significantly affects the quality of inclusion of children with special needs in regular schools. The importance of the initial competencies of the teachers in the process of inclusive education is pointed out. The basic problems arising from the teacher's misconception about the child, his development, the learning process, further from the teacher's wrong expectations and incomplete perception are presented as well. One of the main conditions for conducting effective teaching in inclusive schools and kindergartens is the professional training of teachers and educators. The need for adequate initial education of teachers and their professional development is emphasized, in order to prepare them for the role expected in inclusive schools. Therefore, it is extremely important for the students of the faculties of education to gain basic knowledge in the field of inclusion as well as competencies that are needed for the profile of inclusive teachers.
The professional competencies of teachers are a basic condition for effective inclusive teaching for children with special educational needs. These competencies include: respecting the diversity of students, helping all students, working with parents and personal professional development of teachers and educators.
The survey was conducted on a sample of nine European countries and Kosovo. The sample was selected based on the number of inhabitants in the surveyed countries, which does not exceed 8 million.
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