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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-234024
DOI: 10.25656/01:23402; 10.26529/cepsj.692
URN: urn:nbn:de:0111-pedocs-234024
DOI: 10.25656/01:23402; 10.26529/cepsj.692
| Originaltitel |
The understanding of inclusive education in Kosovo: legal and empirical argumentation |
|---|---|
| Paralleltitel | Razumevanje inkluzivnega izobraževanja na Kosovu: pravna in empirična utemeljitev |
| Autoren | Zabeli, Naser; Perolli Shehu, Blerta; Anderson , Jeffrey A. |
| Originalveröffentlichung | CEPS Journal 11 (2021) 3, S. 119-139 |
| Dokument | Volltext (299 KB) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Inklusion; Bildungspolitik; Lehrer; Einstellung <Psy>; Argumentation; Konzeption; Überzeugung; Behinderung; Schüler; Sonderpädagogischer Förderbedarf; Individuelle Förderung; Interview; Empirische Forschung; Kosovo |
| Teildisziplin | Schulpädagogik Sonderpädagogik |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2232-2647; 22322647 |
| Sprache | Englisch |
| Erscheinungsjahr | 2021 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | 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. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | CEPS Journal Jahr: 2021 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 12.10.2021 |
| Quellenangabe | Zabeli, Naser; Perolli Shehu, Blerta; Anderson , Jeffrey A.: The understanding of inclusive education in Kosovo: legal and empirical argumentation - In: CEPS Journal 11 (2021) 3, S. 119-139 - URN: urn:nbn:de:0111-pedocs-234024 - DOI: 10.25656/01:23402; 10.26529/cepsj.692 |
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