Navigation

Subject description

2100997 - Inkluzivno obrazovanje

Course specification
Course title
Acronym 2100997
Study programme
Module
Type of study
Lecturer (for classes)
Lecturer/Associate (for practice)
    Lecturer/Associate (for OTC)
      ESPB 3.0 Status
      Condition Educational psychology Oblik uslovljenosti
      The goal The purpose of the course is to familiarize students with the concept of inclusive education, its application in school practice, the Individual Education Plan (IEP), and the role of teachers in its creation and implementation. Also, the goal is to make students sensitive to the needs and characteristics of the cognitive, emotional, and social development of children who require additional support (children with developmental disabilities and gifted children) and instruct students how to plan and implement lessons accordingly. Special emphasis will be placed on familiarizing students with the characteristics of language ability in children with developmental disabilities and how to individualize the teaching process in order to support and enhance language development.
      The outcome The student will be able to: - recognize specific developmental difficulties and disabilities in children who need special educational support; - be sensitive to the difficulties they encounter in their daily school life and promote and support their social integration; - to individualize the approach in working with children through the planning and implementation of lessons; - support the development of language ability during the teaching process in accordance with the knowledge of the peculiarities of this development in different categories of children who need special support; - be able to participate in the creation of the IEP and understand the specifics of assessment according to the IEP;
      Contents
      Contents of lectures Inclusion in the educational process: Definition of the concept; Different models of inclusive education (medical and social); Prerequisites for successful inclusion, barriers to inclusive education; Teacher competencies for participation in inclusive education; Classification and frequency of occurrence of certain developmental difficulties and disorders; Cognitive, emotional and social characteristics of students with additional support needs; Language development and its peculiarities in different categories of children with additional support needs; The opportunities offered by digital technology for children with additional support needs; Preparation of IEP; Assessment of students according to IEP; Parents as collaborators in the implementation of inclusive education.
      Contents of exercises During the semester, with the assistance of the instructor, students will work in groups of three or four to design and conduct a small empirical research on the topics covered in the course, write a research report, and present their findings to the other students at the end of the semester.
      Literature
      1. Jerotijević, M. & Mrše, S. (2015). Handbook for adapting access to education for students from vulnerable groups with examples of good practices (Inclusive Education Primer)
      2. Jovanović, O., & Rajović, V. (2015). Education in schools and classrooms for students with disabilities: concepts and contexts. In UNICEF (ed.), Analysis of the quality of education in schools and classes for students with disabilities (5-23). Belgrade.
      3. Macura, S. (2015). Inclusive education. Faculty of Pedagogical Sciences, University of Kragujevac
      4. A school tailored to the child: a manual for working with regular school students with developmental difficulties. Save the Children UK, Program for Serbia, 2007
      5. Tutnjević, S. & Savić, M. (2019). Language acquisition: an introduction to developmental psycholinguistics, University of Banja Luka, Faculty of Philosophy, Banja Luka. (chapter Language acquisition in children with atypical development)
      Number of hours per week during the semester/trimester/year
      Lectures Exercises OTC Study and Research Other classes
      2
      Methods of teaching Interactive teaching, discussions in small and large groups.
      Knowledge score (maximum points 100)
      Pre obligations Points Final exam Points
      Activites during lectures 10 Test paper
      Practical lessons 10 Oral examination 60
      Projects 10
      Colloquia 10
      Seminars