Support for Classroom Teachers in the Process of Inclusion - Between the Desired and the Existing
DOI:
https://doi.org/10.59519/mper5013Keywords:
inclusion, classroom teaching in lower grades, teachers, support, children with developmental disabilitiesAbstract
The education system in Bosnia and Herzegovina has undergone violent changes in the last twenty years: curricular reform of primary school, introduction of new subjects, as well as a significant increase in the number of children with disabilities. According to official data, over 550 children with various disabilities in the Sarajevo Canton are included in the regular system of primary education this school year. The inclusion of children with developmental disabilities is implemented with varying degrees of success and is influenced by numerous factors. Through formal education, teachers are not sufficiently educated to work with children with different spectrum of difficulties who are included in the regular education system. The professional development of teachers, which is realized through various governmental and non-governmental organizations, is not enough, although in the last period the training topics were mostly related to inclusion. The type and extent of support that teachers have in and out of school varies considerably. The aim of this research was to determine how many teachers included in the research had children with difficulties in their class. We examined the biggest challenges that teachers had working with children with developmental disabilities, but also what kind of support they needed for successful inclusion. We were particularly interested in whether inclusion was possible under the existing conditions.The results show that we have made significant progress in the inclusion process in many aspects, but it is still not sufficient for inclusion that we are hoping for.
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Copyright (c) 2026 Irma Čehić, Sanela Merjem Rustempašić, lejla Silajdžić (Author)
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