INCLUSIVE EDUCATION IN MULTICULTURAL ENVIRONMENTS IN EUROPE AND THE BALKANS

Abstract

The paper is a result of a research of education systems, systems of support, legislation and evaluation of positive practice in the nine countries of the European Union and three countries in the Balkans: Montenegro, Macedonia and Kosovo. The condition for the research countries to be included in the sample is based on the population number not being larger than 8 million. Because of the relevance of the comparative analysis, two older state members of the European Union were chosen (Austria, the Flemish and the French region of Belgium), fourrecent EU member states (Estonia, Cyprus, Latvia and Slovenia), three Scandinavian countries (Iceland, Finland and Norway) and three countries in the Balkans: Kosovo, Macedonia and Montenegro. The aim of the research, besides defining the currentand basic definitions in exploring the description of the education systems of individual countries, is to present practices of inclusion of children with disabilities and multi-lingual children to carry out the processes of inclusion. The aim was achieved through the tasks of including children with SEN and multi-lingual children in individual countries in Europe and in the Balkans, through the analysis of the legal framework andthe organization of the education system in the individual countries enabling inclusive processes, by determining differences in relation to the systems of individual countries which are inclined to mainstream or special education, by identifying the support the particular groups of learners: children with SEN and multi-lingual children receive within the school system, by bringing out examples of good practices.

Keywords

• Education system,children with special educational needs,children with disabilities,inclusive education,European Union.

Kaynakça

1. BAJRAMI, V. (2018). Education for students with special educational needs in Europe and Balkan. Research in education and rehabilitation, 66. Tuzla, B&H
2. BAJRAMI, V.and AJDINOSKI G. (2018). Analysis of political and legal framework of inclusive education in multicultural environments some countries Eu and the Balkans. In Book of peaper: Skopje: Faculty of philosophy
3. BAJRAMI, V. (2018). Inclusive education policies in some EU countries and the Balkans. International Scientific Conference Seventeenth International Scientific Conference The teacher of the future knowledge - international journal scientific papers vol 23.1, Promoted in Budva, Montenegro.
4. BAJRAMI, V. (2017). Inclusive education system in Europe and in Kosovo. Mesleki Bilimler Dergisi (MBD), 6(2), 134-142.
5. BAJRAMI, V. (2017). Approaches of education of children with special needs children and multilingual children in multicultural environments, Twelfth International Scientific Conference KNOWLEDGE WITHOUT BORDERS, Vrnjacka Banja, Serbia
6. BAJRAMI, V. (2016). Policy and practice for inclusive education in Europe and the Kosovo, Eleventh International Scientific Conference KNOWLEDGE IN PRACTICE Bansko, Bulgaria.
7. BAJRAMI, V. and GLOBACNIK, B. (2012): Evaluation and recognition of children with special educational needs.In Book of peaper: Skopje: Faculty of philosophy
8. BAJRAMI, V. and GLOBACNIK, B.(2011): Current models and approaches with children with special educational needs Educologia the University of Pristine, Faculty of Education Pristine 5/2011. Prishtine: 266-277.

9. BAJRAMI, V. (2011): Towards inclusive education in Kosovo-possibilities and limitations, Educologia Proceedings of the symposium with international participation in the interdisciplinary aspects of education, the University of Pristine, Faculty of Education 4 / 2010. Pristine: 245-255.
10. DIXON, S. (2005). Inclusion – Not segregation or integration is where a student with special needs belongs. Journal of Educational Thought, 39(1), 33-53.
11. European Agency for Development in Special Needs Education, (2012). Special Needs Education Country Data 2012, Odense, Denmark: European Agency for Development in Special Needs Education.
12. European Agency for Development in Special Needs Education (2012). TEACHER EDUCATION FOR INCLUSION-Profile of Inclusive Teachers. Odense, Denmark: European Agency for Development in Special Needs Education.
13. European Agency for Development in Special Needs Education, (2011). Teacher Education for Inclusion Across Europe – Challenges and Opportunities, Odense, Denmark: European Agency for Development in Special Needs Education.
14. European Commission, DG Education and Culture (2011). Thematic Working Group 'Teacher Professional Development': Report of Peer Learning Activity: Policy Approaches to Defining and Describing Teacher Competences Organisation for Economic Co-operation and Development (2005) Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD
15. EUROSTAT, (2012). The statistical office of the European Union Eurostat and are based on data from the EU-SILC survey, had a reorganisation on 1 January 2012. Europe in figures – Eurostat yearbook 2012 presents a comprehensive selection of statistical data on Europe.
16. GLOBAČNIK, B. and BAJRAMI, V. (2012): Inclusion of S.E.N Children in Education, II-nd Internacional Scientific Conference”Dynamics of European Integration through Social Inclusion” Tirana
17. GLOBAČNIK, B. and BAJRAMI, V. (2012): Views on education in multicultural environment - Prishtina
18. GLOBAČNIK, B. and BAJRAMI, V. (2011): Early childhood intervention – The situation in Europe 2005-2010. In: Book of paper: Symposium Early Intervention and developmental disorder with international participation. Skopje: Faculty of philosophy, 555-576.
19. MEIJER, C.J.W. (2010). Special Needs Education in Europe: Inclusive Policies and Practices. Middelfart: European Agency for Development in Special Needs Education.
20. MEIJER, C. (2003). Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education.
21. MITCHELL, D. (2008). What really works in special and inclusive education. Using evidence – based teaching strategies. London: Routledge.
22. MITCHELL, D. and DESAI I. (2005). Diverse cultural contexts for inclusive education in Asia. In D. Mitchell (ed.), Contextualizing inclusive education: Evaluating old and new international perspectives (pp. 166-201). London: Routledge.
23. OECD, (2007). Students with Disabilities, learning, difficulties and disadvantages: policies, statistics and indicators. Paris: OECD.
24. OECD, (2009). Students with Disabilities, learning, difficulties and disadvantages in the Baltic Staes, South Eastern Europe and Malta, education policies and indicators. Paris: OECD.
25. OECD, (2010). Sickness, disability and work: breaking the barriers. A 2010. synthesis of findings across OECD countries. Paris: OECD.
26. TERZI, L. (2005). Beyond the Dilemma of Difference: The capability Approach to Disability and Special Educational Needs. Journal of Philosophy of Education,pp. 443-458.
27. UNESCO, (2007). Convention on the Protection and Promotion of the Diversity of Cultural Expressions: Possible Statistical Implications? This paper is an expert discussion paper on the possible statistical implications of the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expression.
28. UNESCO-IBE, (2008). Conclusions and recommendations of the 48th session of the International Conference on Education (ED/BIE/CONFINTED 48/5) [online] Available at: [Accessed 13.06.2012]
29. UNESCO, (2009). Policy Guidelines on Inclusion in Education. [online] Available at: [Accessed 21.01.2013]
30. UNICEF, (2013). UNICEF Report on the State of the World's Children 2013 The Rights of Children with Disabilities.
31. UNITED NATIONS, (2006). Convention on the Rights of Persons with Disabilities. New York: United Nations.