The understanding of inclusive education in Kosovo: legal and empirical argumentation.

Autor/inn/en	Zabeli, Naser; Perolli Shehu, Blerta; Anderson, Jeffrey A.
Titel	The understanding of inclusive education in Kosovo: legal and empirical argumentation. Paralleltitel: Razumevanje inkluzivnega izobrazevanja na Kosovu: pravna in empiricna utemeljitev.
Quelle	In: CEPS journal, 11 (2021) 3, S. 119-139Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:23402 10.26529/cepsj.692
URN	urn:nbn:de:0111-pedocs-234024
Schlagwörter	Empirische Forschung; Interview; Einstellung (Psy); Individuelle Förderung; Argumentation; Bildungspolitik; Interview; Kosovo; Lehrer; Schüler; Bildungspolitik; Behinderung; Überzeugung; Konzeption; Empirische Forschung; Lehrer; Schüler; Inklusion; Argumentation; Überzeugung; Behinderung; Sonderpädagogischer Förderbedarf; Konzeption; Kosovo
Abstract	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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1