Theory and practice of inclusive education

Abstract

Feature of every modern state is an effort to apply the latest knowledge and educational practices in its educational system, and to make education accessible to all by creating such conditions where everyone is given equal chance of inclusion in education. Thus providing full availability, education becomes inclusive and that availability, along with a request for a specific quality, represents and is imposed as an imperative of time in which we live. This approach to inclusive education necessarily focuses on, among other things, the issue of attitudes and competences of teachers as an important factor on which depends largely the implementation of inclusive education. In the research we have conducted, we examined how much the projects on inclusion and further training of teachers influenced the change in attitudes towards inclusive education and children with special needs. Research was carried out in two elementary schools whose main difference consisted in the participation in the project of inclusion, which was organized by the Ministry of Education of the Republic of Serbia. The study sample consisted of 33 primary school teachers of the school which was involved in the project and 24 primary school teachers of the school which was not involved in the project. The results of performed research suggest little impact of additional training on inclusion and involvement in the project which induce the need for reorganization and enrichment of future projects.