INCLUSIVE EDUCATION IN MULTICULTURAL ENVIRONMENTS IN EUROPE AND THE BALKANS

Yıl 2019, Cilt: 4 Sayı: 4, 455 - 466, 31.10.2019

Vedat Bajramı

https://doi.org/10.26809/joa.4.035

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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