The share of the teaching methods in the inclusive education on the appropriate sample at the territory of the City of Belgrade

Abstract

The aim of this study was to investigate the frequency of their usage in an inclusive teaching environment. The sample consisted of 16 elementary schools on the territory of the Republic of Serbia, which pupils with sensory impairments attend [visual and auditory impairments: N=69]. Systematic observation has been used as a method on 382 classes of sixth and seventh grade to collect data on the usage of social forms of work. Results have shown that in the two-thirds of observed classes the frontal work form was predominantly used [67.7%], following the individual work form [22.6%] present in a much lower degree, while the group work form [1.7%] and working in pairs [1.3%] were the least frequently used. Teacher-centered class is still a constant in schools, and the dominant usage of the frontal work form as well, by that very fact. This form has its advantages among which the efficiency in using the available class time stands out. However, this form by itself does not consider the social nature of learning which full understanding is mandatory for effective teaching. Therefore, it is necessary to use it in balance with individual and group forms in all phases of class.