OGLEDNI MODEL INKLUZIVNE, MULTIDISCIPLINARNE, INTEGRATIVNE I TEMATSKE NASTAVE KAO PRIMER DOBRE PRAKSE
DEMONSTRATIVE MODEL OF INCLUSIVE, MULTIDISCIPLINARY, INTEGRATIVE AND THEMATIC TEACHING AS AN EXAMPLE OF GOOD PRACTICE

Summary/Abstract: Inclusive teaching in the Republic of Serbia was introduced abruptly, without sufficient knowledge, resources and without respecting the positive previous experiences in working with students with disabilities. Teachers in the regular system could not replace special educators in their work, and the support of pedagogical assistants was lacking. Inclusion, instead of improving the situation for students with disabilities, often led to their isolation in the regular system, loss of opportunities for socialization, individual treatment, life skills training and more. Creating a pilot program in the Secondary Vocational School, we started from the hypothesis that it is possible to introduce an inclusive and integrative model of teaching that will provide a level of educational outcomes that meets different abilities of students and provides further development (progress) through the teaching process. Pilot thematic classes were organized and the hypothesis was confirmed through research methods of experiments, analysis of achieved results and survey. Some teachers and professional associates at the Secondary Vocational School for Students with Developmental Disabilities agreed on the competencies that students should acquire during the thematic classes in the field of ecology and made an agreement on joint activities. Inclusive, integrative and thematic classes in the field of ecology were conducted during the first two weeks of May 2018/2019. with 11 departments. Extensive survey included all teachers and assistants who participated in the survey and companions, quantitative and qualitative analysis of data, establishing the initial test, final test and control group test, we obtained accurate data whose analysis we could confirm that the above classes have greatly raised the level of achievement for all students, they harmonized the relationship between students of unequal abilities, and made work in a school with disabilities more efficient and adapted to each student. We have proven that this type of teaching is not only useful in schools for students with disabilities, but also of great help in the regular system.

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