The Understanding of Inclusive Education in Kosovo: Legal and Empirical Argumentation

Autor/inn/en	Zabeli, Naser; Shehu, Blerta Perolli; Anderson, Jeffrey A.
Titel	The Understanding of Inclusive Education in Kosovo: Legal and Empirical Argumentation
Quelle	In: Center for Educational Policy Studies Journal, 11 (2021) 3, S.119-139 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Foreign Countries; Inclusion; Students with Disabilities; Regular and Special Education Relationship; Teacher Attitudes; Knowledge Level; Program Implementation; Barriers; Program Effectiveness; Social Development; Peer Influence; Student Behavior; Academic Achievement; Individualized Instruction; Student Needs; Teacher Competencies; Kosovo + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Wissensbasis; Soziale Entwicklung; Student behaviour; Schülerverhalten; Schulleistung; Individualisierender Unterricht; Lehrkunst
Abstract	The article looks at conceptualisations of inclusive education in the international and Kosovo context, including the factual argumentation and legal representation of the term. The study explores the attitudes of teachers and their understanding of inclusive education, including arguments for and against it, implementation challenges, and perspectives. Interviews were used as a tool to generate information from key informants. The study is qualitative and based on an analysis of the experiences of six in-service teachers. The findings suggest that teachers have a wide knowledge of inclusive education and believe it has only positive effects for children with special needs. They believe that children can achieve more in terms of socialisation and modelling of good behaviours from their peers, but that success in academic achievements is lower because of the limited knowledge of teachers about individualised planning and differentiated teaching, and a lack of institutional support and proper evaluation of each teacher's work. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01