{"id":5203,"date":"2017-05-20T13:48:53","date_gmt":"2017-05-20T11:48:53","guid":{"rendered":"http:\/\/iea.rs\/?page_id=5203"},"modified":"2017-05-21T00:11:38","modified_gmt":"2017-05-20T22:11:38","slug":"milica-bibic","status":"publish","type":"page","link":"https:\/\/iea.rs\/en\/milica-bibic\/","title":{"rendered":"Milica Bibi\u0107"},"content":{"rendered":"

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Milica Bibi\u0107<\/p>\n<\/div>\n

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NODASTACI INKLUZIVNOG OBRAZOVANJA I POZITIVNA RE\u0160ENJA ZA USPE\u0160NU PRIMENU U PRAKSI<\/h3>\n

Inkluzija podrazumeva pravo sve dece na obrazovanje, po\u010dev od pred\u0161kolskog uzrasta, do visokog obrazovanja. Ona obuhvata:<\/span><\/span><\/p>\n

1.Decu sa smetnjama u razvoju<\/span><\/span><\/p>\n

2.Decu sa invaliditetom<\/span><\/span><\/p>\n

3.Decu iz marginalizovanih grupa<\/span><\/span><\/p>\n

4.Darovitu decu<\/span><\/span><\/p>\n

Kao ideja inkluzija je u\u0161la u<\/span><\/span> Zakon o obrazovanju jo\u0161 2009.god<\/b><\/i><\/span><\/span>. me\u0111utim, njen ulazak u sve nivoe obrazovanja sporo te\u010de. Uzroci su nedovoljna edukacija nastavnika, neopremljene \u0161kole, nepripremljeni roditelji za novine, nerazvijena svest o pravu na razli\u010ditost. Nasuprot pozitivnom stavu teoreti\u010dara i psihologa prema ovoj ideji navedene relevantne \u010dinjenice mogu da dovedu <\/span><\/span>do suprotnog efekta od cilja programa inkluzije<\/u><\/span><\/span>. Odre\u0111eni pomaci napravljeni su u <\/span><\/span>Zakonu o izmenama i dopuna zakona o osnovama sistema obrazovanja<\/b><\/i><\/span><\/span>, <\/b><\/span><\/span>no i pored toga stanje u praksi ostaje neporomenjeno. Pozitivna zakonska re\u0161enja i koncizno navo\u0111enje prava korisnika inkluzivnog obrazovanja, pre svega, zbog druga\u010dijeg stanja na terenu ostaju neostvarena u meri u kojoj su neophodna. <\/span><\/span><\/p>\n

Pored Ustava i zakona, pravilnika, kao unutra\u0161njih izvora prava koji se bave ovim pitanjem, brojni su i me\u0111unarodni dokumenti u kojima se \u0161titi ovo pravo: <\/span><\/span>Univerzalna deklaracija o ljudskim pravima, Konvencija UN o pravima deteta, Konvencija UN o pravima osoba sa invaliditetom<\/b><\/i><\/span><\/span>. Dakle, pa\u017enja usmerena problemima invalida, nacionalnih manjina u ovom kontekstu, na planu dokumenata je aktivna. Problem nastaje u ekonomski nerazvijenim zemljama gde je finansijski nemogu\u0107e izvesti ovu ideju na kvalitetan na\u010din. <\/span><\/span>Upravo zbog navedenog ,,kvaliteta\u201c sprovo\u0111enja postavlja se pitanje svrhe programa.<\/u><\/span><\/span><\/p>\n

Prvenstvno, dolazimo do zaklju\u010dka da zakonodavna vlast u Srbiji, Narodna skup\u0161tina, pri sastavljanju<\/span><\/span> Zakon o obrazovanju nije vodila ra\u010duna o realnosti i veli\u010dini ovog problema ili nije dobila ta\u010dne informacije od nadle\u017enih insitiucija u kojoj meri su \u0161kole nepsremne za reformu ovog tipa. Sprovo\u0111enje ove mere podrazumeva da smo kreirali \u201e\u0161kolu po meri deteta\u201c, omogu\u0107ili svoj deci dostizanje njihovih punih potencijala, prilagodili \u0161kolske programe detetovim individualnim potrebama, kreirali tolerantno, demokratsko dru\u0161tvo bazirano na po\u0161tovanju ljudskih prava i po\u0161tovanju razli\u010ditosti. Dete sa razvojnim te\u0161ko\u0107ama treba da uklju\u010dujemo u obrazovni sistem bez poku\u0161aja da ga \u201epopravimo\u201c i prilagodimo sistemu i zbog toga je neophodno sistem prilagoditi korisnicima ovog ljudskog prava<\/span><\/span>. Cilj inkluzije je promeni \u0161kolu, a ne karakteristike deteta.<\/u><\/span><\/span><\/p>\n

Da bi smo sproveli ovu humanu ideju potrebno je mnogo rada, truda a to je mnogo vi\u0161e od ideje. Najpre, celokupno dru\u0161tvo u kome \u017eivimo ne ula\u017ee dovoljno da bi inkluzija u\u0161la na ,,velika vrata\u201c u na\u0161 sistem obrazovanja. \u0160kolama treba napraviti prilaze kako bi deca sa invaliditetom mogla da do\u0111u i da se nesmetano kre\u0107u po \u0161kolskim prostorijama, to nije naivan poduhvat. Neophodno je da se \u0161kole opeme savremenim nastavnim sredstvima, kako bi nastava bila o\u010diglednija. Uticanje na svest ljudi da bi inkluzija bila \u0161iroko prihva\u0107ena je zanemareno. Celo dru\u0161tvo bi trebalo da se uklju\u010di u sprovodjenje ove ideje, umesto da se servira prosvetnim radnicima novina i da se prepuste sopstvenom ume\u0107u da je svako sprovede kako zna i ume. Nesebi\u010dna saradnja sa defektolozima, bez obzira na rad nastavnika bi dobro dosla.<\/span><\/span><\/p>\n

Ukoliko dr\u017eava nije spremna na takav poduhvat treba se vratiti korak u nazad i sa\u010dekati momenat pogodan za naprednije sisteme \u0161kolstva. Dakle, ostati pri ranijem re\u0161enju a deci sa problemima u razvoju posvetiti pa\u017enju u specijalnim \u0161kolama. Nasuprot tome, ukoliko se u skorije vreme, o ovom problemu ne bude iskreno, javno govorilo i radilo na njegovom otklanjanju <\/span><\/span>najvi\u0161e \u0161tete bi mogli imati oni zbog kojih je ova mera i preduzeta<\/b><\/span><\/span>.<\/span><\/span><\/p>\n

Svako treba da se zamisli kako mo\u017ee dati svoj doprinos da inkluzija ne ostane samo ideja jednog vremena, ve\u0107 da se \u010dvrsto i uspe\u0161no ugradi u na\u0161 obrazovni sistem.<\/span><\/span><\/p>\n

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