PRINCIPLES OF THE INCLUSIVE EDUCATION AND THE ROLE OF TEACHERS AND IN-SCHOOL PROFESSIONAL STAFF

• Published in: The Journal of Special Education and Rehabilitation Vol. 11; no. 1/2; p. 67
• Main Author: Spasovski, Ognen
• Format: Journal Article
• Language: English
• Published: Skopje Institute of Special Education and Rehabilitation - Faculty of Philosophy 01.01.2010
• Subjects: Education; Educational Needs; Focus groups; Human rights; Learning; Principles; Psychologists; Schools; Special Needs Students; Stereotypes; Student teachers; Students with disabilities; Teacher Educators; Teaching Methods
• ISSN: 1409-6099; 1857-663X

According to the Salamanca Declaration, inclusive education is understood as a developmental approach aiming to meet the educational needs of all children, youth, and adults, emphasizing those who are subjected to marginalization and exclusion. The approach provides equal opportunities for all to reach their maximum potential and achievement. Through a qualitative approach, the practice of inclusive education is explored in Macedonia: the attainment of universal standards, an analysis of the perception and understanding of inclusive education in relation to teachers, in-school professional staff, teacher educators and student teachers, and teachers' perceptions in regard to the possession of competencies needed for inclusive education. Lastly, the existing role and responsibilities of teachers and professional staff is discussed and reconsidered. It was found that there is no consensus in the understanding of inclusive education in the circles of academics and practitioners. Further, teachers often perceive themselves as inadequately prepared to teach children with special needs. Namely, many competencies important for efficient practice are not systematically developed. The conclusion considers ways to ensure support for teachers and students. The role and responsibilities of in-school professional staff should be redefined in a way that allows for their on-going presence, availability, and active participation in the classroom teaching process. [PUBLICATION ABSTRACT]