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.
Highlights
Inclusion is considered to be “a complex and contested concept, and its manifestations in practice are many and varied” (Lindsay, 2003, p. 3)
The concept for inclusive education originates from the field of special education, which is historically based on a medical model of categorising children and segregating education based on disability, and on the separation of children into special classes (Florian, 2014)
Understanding inclusive education from the teacher’s perspectives According to the study participants, inclusive education involves “equal participation” of everyone, and the implementation of inclusive education requires that the curricula is adapted for all students
Summary
Inclusion is considered to be “a complex and contested concept, and its manifestations in practice are many and varied” (Lindsay, 2003, p. 3). Inclusion is considered to be “a complex and contested concept, and its manifestations in practice are many and varied” It is multi-dimensional and difficult to define, as it depends on the context of different countries and is, by its very nature, fluid (Dikeledi, 2013). Inclusion is a multi-dimensional concept that incorporates the assessment of differences and diversities, as well as considerations of human rights, social justice and equal opportunities (Shmid & Vrhovnik, 2015). The concept for inclusive education originates from the field of special education, which is historically based on a medical model of categorising children and segregating education based on disability, and on the separation of children into special classes (Florian, 2014). The present paper outlines the definition and legal framework of inclusive education, reports on some empirical studies on inclusive education, both internationally and in the Kosovo context, and presents the results of a qualitative study looking at perspectives of Kosovo in-service teachers in understanding inclusive education and its effects.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
