Osnazivanje pedagoskog kadra za tranziciju dece u inkluzivnom obrazovanju

Abstract

The problem of transition of children in the context of inclusion from one educational level to the next is omnipresent in practice. The reason could be the fact that there are neither organized mechanisms nor support for the transition of children from one level of education to another. The aim of our paper is to research the educational policy regarding the transition period in eight states which have a successful practice of transition, and to create a possible transition plan which would suit the educational practice in Serbia. The paper presents a comparative analysis of the transition period in several countries in Europe, North America and Australia by using a qualitative method. The relevant and available documents issued in these countries were used regarding the protocols, procedures and guidelines for the transition in inclusive education. The research results indicate the similarities and differences in the transition process from the perspective of: fulfillment of children's rights to education and the right to choice, planning of the transition, formation of the transition team, assigning roles to team members, the duration and key areas of transition planning, participation of parents and the process of evaluation. The possible mechanisms in the transition period and the guidelines for the preparation for the transition contributing to strengthening the pedagogical staff in this process are elaborated in the concluding section of the paper.