INCLUSIVE EDUCATION IN MULTICULTURAL ENVIRONMENTS IN EUROPE AND THE BALKANS
The paper is a resultof a research of education systems, systems of support, legislation andevaluation of positive practice in the nine countries of the European Union andthree countries in the Balkans: Montenegro, Macedonia and Kosovo. The conditionfor the research countries to be included in the s...
| Published in: | Journal of Awareness |
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| Main Author: | |
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
Rating Academy
2019
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| Subjects: | |
| Online Access: | https://dergipark.org.tr/tr/pub/joa/issue/50150/644613 https://doi.org/10.26809/joa.4.035 |
| Summary: | The paper is a resultof a research of education systems, systems of support, legislation andevaluation of positive practice in the nine countries of the European Union andthree countries in the Balkans: Montenegro, Macedonia and Kosovo. The conditionfor the research countries to be included in the sample is based on thepopulation number not being larger than 8 million. Because of the relevance ofthe comparative analysis, two older state members of the European Union werechosen (Austria, the Flemish and the French region of Belgium), fourrecent EUmember states (Estonia, Cyprus, Latvia and Slovenia), three Scandinaviancountries (Iceland, Finland and Norway) and three countries in the Balkans:Kosovo, Macedonia and Montenegro. The aim of the research, besides defining thecurrentand basic definitions in exploring the description of the educationsystems of individual countries, is to present practices of inclusion ofchildren with disabilities and multi-lingual children to carry out theprocesses of inclusion. The aim was achieved through the tasks of includingchildren with SEN and multi-lingual children in individual countries in Europeand in the Balkans, through the analysis of the legal framework andtheorganization of the education system in the individual countries enablinginclusive processes, by determining differences in relation to the systems ofindividual countries which are inclined to mainstream or special education, byidentifying the support the particular groups of learners: children with SENand multi-lingual children receive within the school system, by bringing outexamples of good practices. The paper is a resultof a research of education systems, systems of support, legislation andevaluation of positive practice in the nine countries of the European Union andthree countries in the Balkans: Montenegro, Macedonia and Kosovo. The conditionfor the research countries to be included in the sample is based on thepopulation number not being larger than 8 million. Because of the relevance ofthe comparative analysis, two older state members of the European Union werechosen (Austria, the Flemish and the French region of Belgium), fourrecent EUmember states (Estonia, Cyprus, Latvia and Slovenia), three Scandinaviancountries (Iceland, Finland and Norway) and three countries in the Balkans:Kosovo, Macedonia and Montenegro. The aim of the research, besides defining thecurrentand basic definitions in exploring the description of the educationsystems of individual countries, is to present practices of inclusion ofchildren with disabilities and multi-lingual children to carry out theprocesses of inclusion. The aim was achieved through the tasks of includingchildren with SEN and multi-lingual children in individual countries in Europeand in the Balkans, through the analysis of the legal framework andtheorganization of the education system in the individual countries enablinginclusive processes, by determining differences in relation to the systems ofindividual countries which are inclined to mainstream or special education, byidentifying the support the particular groups of learners: children with SENand multi-lingual children receive within the school system, by bringing outexamples of good practices. |
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