During the last 20 years a new category of schools, schools for children with special needs, has settled to be a growing part of the Swedish school system. This is despite the political aim in Sweden to achieve an educational inclusion. The aim of this study is to compare the school situation for children with special needs in regular schools with the situation in schools for children with special needs. To investigate the routines associated with the change of school and the role of a neuropsychological diagnosis in the process. The main research questions were if the school is adapted to the needs of the child from a neuro-didactic point of view, whether the special school provides something the public school doesn’t and if the diagnosis helps to take pedagogical measures. The method used in this study is semi-structured interviews. The theory of inclusion and the neurological function constitute the theoretical frame. The result of the study shows that the special schools which provide a supportive social and educational environment are better adapted to the children with special needs. However, the difficulties associated with changing school are huge. A neuropsychological diagnosis might be helpful when the decisions about special assistance are made, but the choice of particular assistance is made on other premises. The conclusion is that as long as the regular schools aren’t adapted for all children and the neurological knowledge isn’t taken into account, it will be crucial for a number of pupils to be taught in special schools.

<p>У раду се разматра проблем инклузије деце са тешкоћама у развоју у<br />редовне основне школе, кроз сагледавање основних могућности и ограничења за<br />овај процес у нашим основним школама. У теоријском делу рада бавили смо се<br />теоријским полазиштима истраживања, појмовним одређењима, терминологијом и<br />класификацијом деце са тешкоћама у развоју и њиховим положајем у друштву. Дат<br />је приказ различитих модела образовања ове деце и правних докумената који<br />подржавају инклузију. Посебно је размотрен проблем инклузивног образовања и<br />приказано је стање у нашој земљи у погледу образовања ове деце. Анализирани су<br />основни аспекти инклузивног образовања: ставовско-вредносне орјентације према<br />овој деци, улоге наставника и специфичности наставе, интеракције деце са<br />тешкоћама у развоју и вршњака и партнерство школе и родитеља деце са<br />тешкоћама у развоју. Дат је приказ сродних истраживања обављених у нашој<br />земљи и окружењу. У другом делу рада приказано је истраживања које је за циљ<br />имало утвђивање могућности и ограничења укључивања деце са тешкоћама у<br />развоју у редовне основне школе на основу испитивања ставова, искустава и<br />мишљења учитеља, наставника, директора, стручних сарадника и родитеља остале<br />деце о овом процесу, имплицитних педагогија наставника и процена фактора који<br />могу да олакшају или отежају овај процес. Зависне варијабле истраживања су<br />доведене у везу са реализацијом пилот-пројекта инклузивног образовања,<br />образовним профилом, дужином радног стажа и образовним нивоом родитеља.<br />Указано је на кључне могућности и ограничења за укључивање деце са тешкоћама<br />у развоју у нашим школама. Резултати указују на то да је пилот-пројекат<br />инклузивног образовања имао позитиван утицај на ставове наставника и родитеља<br />према овом процесу. Дате су препоруке за припрему школа и наставника као и<br />смернице за даља истраживања у овој области. Главне практичне импликације<br />истраживања односе се на иницијално образовање наставника и њихово даље<br />стручно усавршавање у овој области.</p> / <p>U radu se razmatra problem inkluzije dece sa teškoćama u razvoju u<br />redovne osnovne škole, kroz sagledavanje osnovnih mogućnosti i ograničenja za<br />ovaj proces u našim osnovnim školama. U teorijskom delu rada bavili smo se<br />teorijskim polazištima istraživanja, pojmovnim određenjima, terminologijom i<br />klasifikacijom dece sa teškoćama u razvoju i njihovim položajem u društvu. Dat<br />je prikaz različitih modela obrazovanja ove dece i pravnih dokumenata koji<br />podržavaju inkluziju. Posebno je razmotren problem inkluzivnog obrazovanja i<br />prikazano je stanje u našoj zemlji u pogledu obrazovanja ove dece. Analizirani su<br />osnovni aspekti inkluzivnog obrazovanja: stavovsko-vrednosne orjentacije prema<br />ovoj deci, uloge nastavnika i specifičnosti nastave, interakcije dece sa<br />teškoćama u razvoju i vršnjaka i partnerstvo škole i roditelja dece sa<br />teškoćama u razvoju. Dat je prikaz srodnih istraživanja obavljenih u našoj<br />zemlji i okruženju. U drugom delu rada prikazano je istraživanja koje je za cilj<br />imalo utvđivanje mogućnosti i ograničenja uključivanja dece sa teškoćama u<br />razvoju u redovne osnovne škole na osnovu ispitivanja stavova, iskustava i<br />mišljenja učitelja, nastavnika, direktora, stručnih saradnika i roditelja ostale<br />dece o ovom procesu, implicitnih pedagogija nastavnika i procena faktora koji<br />mogu da olakšaju ili otežaju ovaj proces. Zavisne varijable istraživanja su<br />dovedene u vezu sa realizacijom pilot-projekta inkluzivnog obrazovanja,<br />obrazovnim profilom, dužinom radnog staža i obrazovnim nivoom roditelja.<br />Ukazano je na ključne mogućnosti i ograničenja za uključivanje dece sa teškoćama<br />u razvoju u našim školama. Rezultati ukazuju na to da je pilot-projekat<br />inkluzivnog obrazovanja imao pozitivan uticaj na stavove nastavnika i roditelja<br />prema ovom procesu. Date su preporuke za pripremu škola i nastavnika kao i<br />smernice za dalja istraživanja u ovoj oblasti. Glavne praktične implikacije<br />istraživanja odnose se na inicijalno obrazovanje nastavnika i njihovo dalje<br />stručno usavršavanje u ovoj oblasti.</p> / <p>This paper discusses the problem of inclusion of children with developmental<br />difficulties in regular primary schools through obtaining an insight into basic possibilities<br />and limitations of this process in our primary schools. In theoretical part of the paper, we<br />dealt with theoretical starting points for the research, definition of concepts, terminology<br />and classification of children with developmental difficulties and their position in the<br />society. We provided an overview of different models of education for these children and<br />legal documents supporting the inclusion. The problem of inclusive education was given<br />special consideration and the situation in our country regarding the education of these<br />children was presented. The basic aspects of inclusive education were analysed:<br />attitudinal-value orientations towards these children, roles of teachers and peculiarities of<br />instruction, interactions of children with developmental difficulties with their peers, and<br />partnership between school and parents of these children. We provided an overview of<br />similar research studies published in our country and the surroundings. In the second part<br />of the paper, we presented the research whose goal was to establish the possibilities and<br />limitations of the inclusion of children with developmental difficulties in regular primary<br />schools based on studying the attitudes, experiences and opinions of teachers, principals,<br />expert associates and parents of other children about this process, the implicit pedagogies<br />of teachers and assessment of factors that can facilitate or aggravate this process.<br />Dependent variables in the research are linked with the implementation of the pilotproject<br />of inclusive education, educational profile, years of service, and educational level<br />of parents. It is pointed out to the key possibilities and limitations of the inclusion of<br />children with developmental difficulties in our schools. The results indicate that the pilotproject<br />of inclusive education had a positive influence on attitudes of teachers and parents<br />towards this process. Recommendations for preparation of schools and teachers are<br />provided, as well as the guidelines for further research in this area. The main practical<br />implications of the research refer to the initial education of teachers and their further<br />professional improvement in this field.</p>

After the democratic election of 1994, a new and integrated education system was developed in South Africa in accordance with international trends and the stipulations of the South African Bill of Rights with regard to equality, human dignity, basic education and equal access to education. According to the inclusive education system, learners with learning and developmental barriers should be accommodated within the mainstream of education. In order for inclusive education to succeed, a network of support was developed on departmental, provincial, district and school level. At school level, the school-based support team is directly responsible for supporting learners with learning and developmental barriers, educators and parents/caregivers. The effectiveness of these school-based support teams will, eventually, determine the quality of this inclusive education approach. The question which guided this research, is: How effectively does the school-based support team fullfil its function in the teaching and learning of learners with learning and developmental barriers within the framework of inclusive education? A qualitative research design was chosen which is exploratory, descriptive and explanatory. After an initial literature study in which international and national trends in this field were investigated, five primary mainstream schools were selected in the Western Cape according to certain criteria. A pilot study was conducted in another school to refine data collection strategies. Information was then gathered in the five schools by means of structured questionnaires, individual and focus group interviews, field notes and the study of appropriate documents. In order to evaluate these teams, eleven criteria were designed to serve collectively as an evaluation instrument. The effectiveness of the school-based support teams in the five schools were subsequently assessed and placed in various categories according to a conceptual framework. It was found that the school-based support teams function relatively effectively in most areas. The composition of the teams is effective. However, the teams function ineffectively with regard to the orientation and training of their members, as well as of the teachers and parents/caregivers of learners with learning and developmental barriers / Thesis (PhD (Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / unrestricted