Teachers’ views of inclusive education in Serbian schools

Teachers’ views of inclusive education in Serbian schools

This study was conducted to determine the attitudes of teachers concerning inclusion in schools all over Serbia. The respondents were teachers of different subjects who were tasked to anonymously complete the provided closed-type questionnaire (970 respondents). Primary and secondary school teachers...

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Published in:South African journal of education Vol. 39; no. Supplement 2; pp. S1 - S10
Main Authors: Vučković, Smiljana Đukičin, Jovanov, Jelena Milanković, Stojšić, Ivan, Ivkov-Džigurski, Anđelija, Bibić, Ljubica Ivanović
Format: Journal Article
Language:English
Published: Bloemfontein Education Association of South Africa (EASA) 01-12-2019
Education Association of South Africa
Subjects:
Attitudes
Education
Education & Educational Research
Education, Scientific Disciplines
Elementary School Teachers
Experts
Foreign Countries
Inclusion
Inclusive education
Individualized Education Programs
Program Implementation
Questionnaires
Respondents
Rural areas
Rural communities
Secondary School Teachers
Secondary schools
Serbia
Students with Disabilities
Teacher Attitudes
Teachers
Teaching
Serbia
inclusive education
Serbia
attitudes
teachers
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Abstract This study was conducted to determine the attitudes of teachers concerning inclusion in schools all over Serbia. The respondents were teachers of different subjects who were tasked to anonymously complete the provided closed-type questionnaire (970 respondents). Primary and secondary school teachers from urban and rural areas of the Republic of Serbia participated in the research. The results indicate that the teachers are supportive of inclusion. Despite significant differences in respondents’ answers, the results of the research show that there are many similarities in teacher responses toward inclusive education. The results show that it is still necessary to work on the implementation of inclusive education in Serbia, especially to educate the teaching staff and involve experts in the planning and development of individual educational plans.
AbstractList This study was conducted to determine the attitudes of teachers concerning inclusion in schools all over Serbia. The respondents were teachers of different subjects who were tasked to anonymously complete the provided closed-type questionnaire (970 respondents). Primary and secondary school teachers from urban and rural areas of the Republic of Serbia participated in the research. The results indicate that the teachers are supportive of inclusion. Despite significant differences in respondents' answers, the results of the research show that there are many similarities in teacher responses toward inclusive education. The results show that it is still necessary to work on the implementation of inclusive education in Serbia, especially to educate the teaching staff and involve experts in the planning and development of individual educational plans.
Audience Elementary Education
Secondary Education
Author Vučković, Smiljana Đukičin
Ivkov-Džigurski, Anđelija
Jovanov, Jelena Milanković
Bibić, Ljubica Ivanović
Stojšić, Ivan
AuthorAffiliation University of Novi Sad
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  givenname: Jelena Milanković
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  givenname: Ljubica Ivanović
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  fullname: Bibić, Ljubica Ivanović
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Issue Supplement 2
Keywords inclusive education
Serbia
attitudes
teachers
Language English
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Snippet This study was conducted to determine the attitudes of teachers concerning inclusion in schools all over Serbia. The respondents were teachers of different...
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SubjectTerms Attitudes
Education
Education & Educational Research
Education, Scientific Disciplines
Elementary School Teachers
Experts
Foreign Countries
Inclusion
Inclusive education
Individualized Education Programs
Program Implementation
Questionnaires
Respondents
Rural areas
Rural communities
Secondary School Teachers
Secondary schools
Serbia
Students with Disabilities
Teacher Attitudes
Teachers
Teaching
Title Teachers’ views of inclusive education in Serbian schools
URI https://hdl.handle.net/10520/EJC-1bfe62771c
https://www.proquest.com/docview/2355279539
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1242901
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Volume 39
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