Inclusive Education in Montenegro Belgrade, December 2011. BASIS IN INCLUSIVE EDUCATION STRATEGY: Leading principle is quality and accessible education for all children and young people with special education needs according to their interests, abilities and needs.
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Belgrade, December 2011
BASIS IN INCLUSIVE EDUCATION STRATEGY: Leading principle is quality and accessible education for all children and young people with special education needs according to their interests, abilities and needs.
STRATEGY ORIENTATION:Education is not merely a process of adopting academic knowledge, but a process through which everyday skills and knowledge are gained for the purpose of proactive inclusion in community where they live.
„Strategy of Development of Vocational Education in Montenegro 2010-2014“, “Inclusive Education Strategy”, Mapping Policies and Practices for the Preparation of Teachers for Inclusive Education in Contexts of Social and Cultural Diversity, Country Report for Montenegro, (SCIENTER, Centre for Education Policy, ETF).
Recommendation based on the ETF research findings are realetd to this :
A solution for teachers in vocational education needs to be found.
A systematic approach should be applied.
Possible solutions could be sought through the development of in-service programmes.
Needs for the Project –social inclusion of pupils with developmental disabilities is in the focus in future period.
Those pupils must be provided support and must be developed potentials and abilities related to their better social integration.
Vocational education inclusion is a new issue, and teachers and stuff are not adequately prepared for working with those pupils. There is a luck of basic knowledge about inclusive education process, abilities of pupils with disabilities, working skills, assessment skills, intervention skills according to the success in labor market.
Short Project description: Austrian and Montenegrin experts, developing concept of trainings (3 modules per 3 days) and implement them as a pilot program.
From training’ materials and pilot process experience has to be developed Manual and guidelines for the vocational education inclusion.
From the trainings’ participants would be selected 2-4 additional trainers. It is planed for those person to disseminate supervised trainings for new groups of project participants.
Project partners: Ministry of Education and Sports, Center for Vocation Education, vocational schools.