Suchergebnisse

The purpose of this study is to analyse the legislative measures and their implementation regarding the participation of children, parents and teachers in creating an educational program in pre-university education system, as a need for better involvement in school of all the actors, as well as the need for the children's wellbeing. In addition, the study aims to bring parents' and teachers' views on the obstacles they face when they try to collaborate and participate in school life and in designing an educational program. Qualitative methods are used to achieve the aim of this study. The data were collected through document analysis (legislation, strategies, and regulations) for analysing how the law addresses participation of children, parents and teachers' in school and through semi-structured interviews with parents and teachers from two primary schools so that they can state their perceptions on participation in school life. Each of them was posed 12 different interview questions. After evaluating the responses, some important issues were identified. The participation of children, parents and teachers in Albanian education system has changed in recent years, even promoted as a key that leads to success. However, because of the monist system, where such participation was neither legally recognised nor culturally accepted, this trinomial collaboration has not been easily introduced and integrated in the Albanian educational system. However, parents do not feel very involved in school life, or appreciated when they try to get involved, even though it is legally admitted the need for the collaboration between family and school. They neither take part in the approval of the curricula of the educational institution, nor in the selection of school textbooks as provided by the law. Research has shown that schools as bureaucratic and conservative institutions need to have clear written policies to encourage the participation of the parents and children when drafting an education program. However, when teachers were asked about parents' participation in school, they said that in many cases parents neglect the collaboration with the school and appear usually when there are problems or troubles, while the participation of children in creating an educational program is still lagging behind.

This study aims to explore the challenges faced by teachers in pre-school inclusive classrooms in Albania. Through a qualitative methodology, the research investigates the specific difficulties encountered by educators and offers suggestions for adapting teaching practices to effectively meet the needs and abilities of all students, regardless of their conditions and circumstances. The study includes 23 teachers interviewed in 5 schools/kindergartens where they teach in the preschool program classes in the city of Durrës. While the focus group included 26 third-year bachelor students enrolled in Preschool education for the 2022-2023 academic year at the University of Durrës Aleksandër Moisiu. The findings of the study highlight several key factors that can alleviate the challenges faced by teachers in inclusive classrooms. Firstly, it emphasizes the importance of providing assistant teachers, particularly specialized educators in the field of special education, to accompany students with disabilities. These professionals can offer dedicated support, expertise, and guidance, enabling a more inclusive learning environment. Additionally, the research emphasizes the significance of reducing the student-to-teacher ratio in these classrooms. By lowering the number of students, teachers can provide more individualized attention and support to each child, catering to their unique requirements. Furthermore, the study emphasizes the need for enhancing teachers' knowledge and skills in adapting teaching methods to accommodate the diverse needs and abilities of students with disabilities. Professional development programs, workshops, and training sessions can empower educators with effective strategies, specialized techniques, and resources necessary for inclusive classroom practices. In conclusion, by addressing these key factors, pre-school inclusive classrooms can meet the requirements of inclusive education. It is anticipated that these efforts will contribute to the alleviation of challenges and promote an inclusive educational environment where all students can thrive.

Received: 29 July 2023 / Accepted: 30 September 2023 / Published: 5 November 2023