PEDAGOŠKE IMPLIKACIJE KORIŠTENJA (NE)PRIMJERENE TERMINOLOGIJE U ODGOJNO-OBRAZOVNOM RADU
USE OF ACCEPTABLE TERMINOLOGY IN THE INCLUSIVE EDUCATIONAL WORK: PEDAGOGICAL IMPLICATIONS

Summary/Abstract: The terminology used in a particular science is always a current and an important issue. Certain dilemmas when it comes to using pedagogical terminology in education still arise. These dilemmas are particularly evident and omnipresent in the fields of special pedagogy and are closely related with issues that refer to inclusion in the educational process. As a result of changes in the society and science development these terms change. Dilemmas are particularly present in the situation when it is essential to describe the characteristics of an individual which are important for the further educational process. The aim is to avoid labelling, generalization, and discrimination as a consequence of a use of inappropriate phrases. Labelling and prejudice could reduce the ability for better familiarization with needs, roles and characteristic of each child, what would eventually endanger the quality of a further educational process. In the paper analysis of applied pedagogical terminology along with the docimological recommendation for individualization of the learning process and assessment of students learning achievements will be presented. In the search for objective, a valid and trusty instrument for student’s achievement assessment special attention will be dedicated to the metrical characteristic of instruments, learning outcomes and the teacher in the role of a measuring instrument. Being that there is a possibility of use of pedagogically unacceptable terminology when it comes to the objective assessment of students learning achievements we will link the views about grading based on empirical studies with the recommendation that teachers undergo a training in docimology fields.

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