Inkluzivno obrazovanje u funkciji razvoja društva ; The role of inclusive education in development of society
U radu se razmatra doprinos inkluzivnog obrazovanja i njegovi potencijalni efekti na razvoj celokupnog društva, obrazovnih institucija i pojedinaca. Ukazuje se na ključne pozitivne promene u društvu koje se opredelilo za sprovođenje inkluzivnog obrazovanja: (a) unapređivanje zakonske regulative u pravcu obezbeđivanja dostupnosti, pravednosti i jednakosti u ostvarivanju prava dece i odraslih sa teškoćama u razvoju; (b) povezivanje i saradnja različitih društvenih sistema i institucija i (v) finansijska dobrobit koja se ostvaruje korišćenjem dostupnih resursa redovnih obrazovnih institucija za obrazovanje dece sa teškoćama u razvoju. Naglašavaju se značajne promene koje se usled realizacije inkluzivnog obrazovanja dešavaju unutar obrazovnih institucija, a koje pored unapređivanja obrazovne politike i kulture škola obuhvataju i promene na nivou nastavne i vannastavne prakse. Promene na nivou obrazovnih institucija razmatraju se i iz perspektive ključnih aktera i koristi koje oni imaju od realizacije inkluzivnog obrazovanja. Naglašava se potencijal koji inkluzivno obrazovanje, kao prirodno okruženje, ima za razvoj i učenje dece sa teškoćama u razvoju i otkrivanje njihovih očuvanih sposobnosti. Ukazuje se na važnost ovakvog okruženja za podsticanje tolerancije, uvažavanja različitosti i empatičnosti kod ostale dece u odeljenju. Poseban osvrt dat je na promene koje se odnose na nastavnika i njegovu praksu, kako na nivou stavova i pedagoških uverenja, tako i u domenu novih znanja i kompеtencija. Kvalitet realizacije inkluzivnog obrazovanja i njegovi potencijalni efekti na razvoj društva, obrazovnih institucija i pojedinaca razmotreni su kroz prizmu različitih prepreka, problema i otežavajućih okolnosti. ; The paper deliberates positive effects of inclusive education and its potential influence on development of entire society, educational institutions and individuals. It indicates key positive changes in the society which opted for inclusive education: (a) improvement of legislation towards providing availability, fairness and equality for children and adults with disabilities in exercising their rights; (b) networking and cooperation between different social systems and institutions; (c) financial benefit gained by using the available resources provided by the regular educational institutions for education of children with disabilities. It stresses the important changes that occur inside the educational institutions due to inclusive education which, in addition to improving educational policy and mind-set in schools, include changes in curricular and extra-curricular practices. The changes in educational institutions are also deliberated from the standpoint of key participants and their benefits from inclusive education. It stresses the potential which the inclusive education, as natural environment, has in development and learning of children with disabilities and in revealing their preserved abilities. It points to importance of such environment in nurturing tolerance, respect for diversity and empathy in other children in the classroom. A special emphasis is put on the changes that concern teachers and their practice, both in their attitudes and pedagogical beliefs and in the domain of new skills and competences. The quality of implementation of inclusive education and its potential effects on development of society, educational institutions and individuals are deliberated through the prism of various obstacles, problems and difficulties. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"