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MODELS OF REHABILITATION AS A PRECURSOR TO QUALITY INCLUSIVE PRACTICE. Dr. sc. Matilda Karamatić Brčić Dr. sc. Rozana Petani University of Zadar Department for pedagogy CROATIA EDULEARN 2014. MODELS OF REHABILITATION .
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MODELS OF REHABILITATION AS A PRECURSOR TO QUALITY INCLUSIVE PRACTICE Dr. sc. Matilda Karamatić Brčić Dr. sc. Rozana Petani University of Zadar Department for pedagogy CROATIA EDULEARN 2014.
MODELS OF REHABILITATION • that were developed through the history and relate to the integration of people with mild or severe developmental disabilities into society. The aim of this paper is to: • show the role of the model of rehabilitation during the creation of inclusive practices with review to the Croatian educatioal system.
MODELS OF REHABILITATION OF PERSONS WITH SPECIAL NEEDS • Medical model: during the sixties of the 20th century whereby the person with disabilities was treated as a social problem. • Deficiency model: apears at the turn of the seventies and eighties of the last century, as a transition from the medical to a social model, which has done a remarkable shift in the rehabilitation of persons with disabilities. • Social model: has done a remarkable shift in the rehabilitation of persons with disabilities. It emphasizes the role and attitude of society towards people with disabilities, as well as the focus on the preparation of the social environment of acceptance of disabled people.
EQUALITY OF EDUCATIONAL OPPORTUNITIES • Providing access to education for all children regardless of their differences is the basis of the concept of educational integration and educational inclusion. • The principle of equal opportunities in education is becoming an increasing priority of countries and educational institutions on global level. • Educational inclusion emerges as a model that expands and deepens the integration model of people with special needs in regular schools.
SOME ELEMENTS OF INCLUSION IN THE EDUCATION SYSTEM IN CROATIA • Law regulations in Croatia support the integration of children with developmental disabilities in the regular educational system for over 30 years now. • In our country recently the word inclusion started to be used more often, which replaces the word integration, and the expression of pupils with developmental disabilities is replaced by the expression of pupils with special needs (Stančić, 2001). • In Croatia integration and inclusion represent process that has been successfully implemented.
POSITION OF PUPILS IN INCLUSIVE ENVIRONMENT • The right to education is a fundamental human right. • In contrast to the old school and the pupils' position as an object, a new reform trends at the turn of the 19th and 20th centuries, "new school" is formed where the pupil becomes a subject that is actively involved in the teaching process. • The role of the teacher is changing in pedagogical context, that is, teacher besides educating the pupil, brings him up.
CONCLUSION • Attitude towards children with developmental disabilities has not always been accepted and was changing with the development of society and scientific knowledge, since complete isolation over integration to inclusion. • Equal opportunities in education becomes a priority for countries and educational institutions at the global level, while emphasizing the role and importance of all participants in the process of upbringing and education for successful integration and inclusion in the community and school process.
