RAZVOJ INKLUZIVNE VASPITNO-OBRAZOVNE PRAKSE U PREDŠKOLSKIM USTANOVAMA

Abstract

Global modernization has initiated the need for a more complete inclusion of individuals in social subsystems. This has brought about the consideration of the inclusion and advancement of children with special needs. Preschool institutions represent a significant foundation for the further formative development of children, making this segment particularly important for the development, education, and upbringing of children with special needs. The aim of this paper is to examine the long-term process of developing inclusive educational practice in preschool institutions, as well as to highlight the specificities of inclusive practice. By using the method of theoretical analysis and content analysis technique, documents regulating the issue of the development of inclusive educational practice in our country were examined and analyzed. The results of the analysis indicate that the concept of inclusion is theoretically well-founded, but occasional failures and denials were encountered in the process of implementation into practice. The development of inclusive practice has been slow but continuous, passing through various phases. The specificities of contemporary inclusive practice in preschool institutions are the adaptation of spatial, material, and human resources for working with children on projects. Such an environment supports children’s initiative for activities that are in line with individual needs.