Araştırma Makalesi
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INCLUSIVE EDUCATION SYSTEM IN EUROPE AND IN KOSOVO

Yıl 2017, Cilt: 6 Sayı: 2, 134 - 142, 01.09.2017

Öz

Inclusive education today is a main issue and
requirement of all European institutions in the European Union, the European
Council, among experts, NGOs and individuals. This research represents a study
of different concepts and implementation of inclusive education in Europe and
Kosovo. The paper is a result of a research of education systems, systems of
support, legislation and evaluation of positive practice in the countries of
the European Union and Kosovo. After the elaboration of the basic philosophy of
inclusive education, which shows that inclusive education is the best solution
to include the children with special educational needs (further SEN) in the
education system, the main research questions were indentified for this study.
The aim of the research, besides defining the most current definitions, is
description of education systems of individual countries,
practical review of inclusion of
children with disabilities and children in multilingual environments, financial
capabilities of implementation of inclusive process and prevalence of the
groups of children engaged in the research. The research sample consists of 6
countries from Europe 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), two members of the European Union (Estonia and
Slovenia), two Scandinavian countries (Finland and Norway) and Kosovo. Kosovo
has received the status of a potential candidate for European Union membership.

Kaynakça

  • Blackman, J. A. (2003). Early Intervention: An Overview. In Odom. Baltimore: Brookes Publishing.
  • Dixon, S. (2005). Inclusion – Not segregation or integration is where a student with special needs belongs. Journal of Educational Thought, 39(1), 33-53.
  • 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.
  • 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.
  • 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.
  • 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
  • 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.
  • Golin, A.K, Ducanis, A.J, (1981). The Interdisciplinary Team, A Handbook for the Education of Exceptional Children. Rockville, MD: Aspen.
  • Hegarty, S. (2003). Inclusion and EFA: Some perspective from outside education: International conference on inclusive education , Hong Kong, 16. – 19. 12. 2003.
  • Ladd, Gary W. (2005). Children's peer relationships and social competence: A century of progress. Yale University Press.
  • Landry, S. H. (2005). Effective Early Childhood Programmes:Turning Knowledge into Action, University of Texas Health Science Center, Houston.
  • Meijer, C.J.W. (2010). Special Needs Education in Europe: Inclusive Policies and Practices. Middelfart: European Agency for Development in Special Needs Education.
  • Meijer, C. (2003). Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education.
  • Ministarstvo obrazovanja, nauke i tehnolohije (2011). Strateški plan obrazovanja na Kosovu, Priština.
  • Ministarstvo obrazovanja, nauke i tehnolohije (2010). Strateški plan za razvoj inkluzivnog obrazovanja na Kosovu, Priština.
  • Mitchell, D., Morton, M. & Hornby, G. (2010). Review of the literature on Individual Education Plans. Report to the New Zealand Ministry of Education. Christchurch: College of Education, University of Canterbury.
  • Mitchell, D. (2008). What really works in special and inclusive education. Using evidence – based teaching strategies. London: Routledge.
  • Mitchell, D. & 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.
  • OECD, (2007). Students with Disabilities, learning, difficulties and disadvantages: policies, statistics and indicators. Paris: OECD.
  • OECD, (2009). Students with Disabilities, learning, difficulties and disadvantages in the Baltic Staes, South Eastern Europe and Malta, education policies and indicators. Paris: OECD.
  • OECD, (2010). Sickness, disability and work: breaking the barriers. A 2010. synthesis of findings across OECD countries. Paris: OECD.
  • 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.
  • Tikondwe Kamchedzera, E. (2011). Education of pupils with disabilities in Malawi's Inclusive secondary schools: policy, practice and experiences. Doctoral thesis, Warwick: University of Warwick, Institute of Education.
  • 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.
  • UNESCO-IBE, (2008). Conclusions and recommendations of the 48th session of the International Conference on Education (ED/BIE/CONFINTED 48/5) [online] Available at: <http://www.ibe.unesco.org/en/ice/48th-ice-2008/conclusions-and-recommendations. html> [Accessed 13.06.2012]
  • UNESCO, (2009). Policy Guidelines on Inclusion in Education. [online] Available at: <http://unesdoc.unesco.org/Ulis/cgibin/ulis.pl?catno=177849&set=4A9F89E7_2_250&gp=1&ll=1> [Accessed 21.01.2013]
  • UNICEF, (2013). UNICEF Report on the State of the World's Children 2013 The Rights of Children with Disabilities.
  • United Nations, (2006). Convention on the Rights of Persons with Disabilities. New York: United Nations.
  • Viola, S. G. (2006). Inclusive education: A system level and classroom level approach. [online] Available at: <http://www.umsl.edu/viola/publication.html> [Accessed on: 1. 9. 2011]
  • WHO. (2007). World Health Organization (WHO ICF for Children & Youth). International Classification of Functioning, Disability and Health Children and Youth Version (ICF-CY). Geneva: .
  • Kuccnika, M. Sh., Kids, Parents and Power Strggles: Winning for a lifetime, Quill, (Naučni tekstovi, Porodične teskobe i pokušaj bekstva, Goggle), 2001
  • Pašalić Kreso, A., Koordinate obiteljskog odgoja, Saarajevo, 2004

INCLUSIVE EDUCATION SYSTEM IN EUROPE AND IN KOSOVO

Yıl 2017, Cilt: 6 Sayı: 2, 134 - 142, 01.09.2017

Öz

Inclusive education today is a main issue and
requirement of all European institutions in the European Union, the European
Council, among experts, NGOs and individuals. This research represents a study
of different concepts and implementation of inclusive education in Europe and
Kosovo. The paper is a result of a research of education systems, systems of
support, legislation and evaluation of positive practice in the countries of
the European Union and Kosovo. After the elaboration of the basic philosophy of
inclusive education, which shows that inclusive education is the best solution
to include the children with special educational needs (further SEN) in the
education system, the main research questions were indentified for this study.
The aim of the research, besides defining the most current definitions, is
description of education systems of individual countries,
practical review of inclusion of
children with disabilities and children in multilingual environments, financial
capabilities of implementation of inclusive process and prevalence of the
groups of children engaged in the research. The research sample consists of 6
countries from Europe 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), two members of the European Union (Estonia and
Slovenia), two Scandinavian countries (Finland and Norway) and Kosovo. Kosovo
has received the status of a potential candidate for European Union membership.

Kaynakça

  • Blackman, J. A. (2003). Early Intervention: An Overview. In Odom. Baltimore: Brookes Publishing.
  • Dixon, S. (2005). Inclusion – Not segregation or integration is where a student with special needs belongs. Journal of Educational Thought, 39(1), 33-53.
  • 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.
  • 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.
  • 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.
  • 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
  • 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.
  • Golin, A.K, Ducanis, A.J, (1981). The Interdisciplinary Team, A Handbook for the Education of Exceptional Children. Rockville, MD: Aspen.
  • Hegarty, S. (2003). Inclusion and EFA: Some perspective from outside education: International conference on inclusive education , Hong Kong, 16. – 19. 12. 2003.
  • Ladd, Gary W. (2005). Children's peer relationships and social competence: A century of progress. Yale University Press.
  • Landry, S. H. (2005). Effective Early Childhood Programmes:Turning Knowledge into Action, University of Texas Health Science Center, Houston.
  • Meijer, C.J.W. (2010). Special Needs Education in Europe: Inclusive Policies and Practices. Middelfart: European Agency for Development in Special Needs Education.
  • Meijer, C. (2003). Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education.
  • Ministarstvo obrazovanja, nauke i tehnolohije (2011). Strateški plan obrazovanja na Kosovu, Priština.
  • Ministarstvo obrazovanja, nauke i tehnolohije (2010). Strateški plan za razvoj inkluzivnog obrazovanja na Kosovu, Priština.
  • Mitchell, D., Morton, M. & Hornby, G. (2010). Review of the literature on Individual Education Plans. Report to the New Zealand Ministry of Education. Christchurch: College of Education, University of Canterbury.
  • Mitchell, D. (2008). What really works in special and inclusive education. Using evidence – based teaching strategies. London: Routledge.
  • Mitchell, D. & 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.
  • OECD, (2007). Students with Disabilities, learning, difficulties and disadvantages: policies, statistics and indicators. Paris: OECD.
  • OECD, (2009). Students with Disabilities, learning, difficulties and disadvantages in the Baltic Staes, South Eastern Europe and Malta, education policies and indicators. Paris: OECD.
  • OECD, (2010). Sickness, disability and work: breaking the barriers. A 2010. synthesis of findings across OECD countries. Paris: OECD.
  • 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.
  • Tikondwe Kamchedzera, E. (2011). Education of pupils with disabilities in Malawi's Inclusive secondary schools: policy, practice and experiences. Doctoral thesis, Warwick: University of Warwick, Institute of Education.
  • 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.
  • UNESCO-IBE, (2008). Conclusions and recommendations of the 48th session of the International Conference on Education (ED/BIE/CONFINTED 48/5) [online] Available at: <http://www.ibe.unesco.org/en/ice/48th-ice-2008/conclusions-and-recommendations. html> [Accessed 13.06.2012]
  • UNESCO, (2009). Policy Guidelines on Inclusion in Education. [online] Available at: <http://unesdoc.unesco.org/Ulis/cgibin/ulis.pl?catno=177849&set=4A9F89E7_2_250&gp=1&ll=1> [Accessed 21.01.2013]
  • UNICEF, (2013). UNICEF Report on the State of the World's Children 2013 The Rights of Children with Disabilities.
  • United Nations, (2006). Convention on the Rights of Persons with Disabilities. New York: United Nations.
  • Viola, S. G. (2006). Inclusive education: A system level and classroom level approach. [online] Available at: <http://www.umsl.edu/viola/publication.html> [Accessed on: 1. 9. 2011]
  • WHO. (2007). World Health Organization (WHO ICF for Children & Youth). International Classification of Functioning, Disability and Health Children and Youth Version (ICF-CY). Geneva: .
  • Kuccnika, M. Sh., Kids, Parents and Power Strggles: Winning for a lifetime, Quill, (Naučni tekstovi, Porodične teskobe i pokušaj bekstva, Goggle), 2001
  • Pašalić Kreso, A., Koordinate obiteljskog odgoja, Saarajevo, 2004
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Vedat Bajrami

Yayımlanma Tarihi 1 Eylül 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 6 Sayı: 2

Kaynak Göster

APA Bajrami, V. (2017). INCLUSIVE EDUCATION SYSTEM IN EUROPE AND IN KOSOVO. Mesleki Bilimler Dergisi (MBD), 6(2), 134-142.