Inclusion in Education: Research Approaches and Problems

The paper investigates the problems of inclusive education from the perspective of scientific research and with an intention to point to the most pressing problems of inclusive education in Serbia from the researchers’ perspective. The analysis encompassed 135 papers focused on different problems re...

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Autores principales:	Jasna M. Maksimović, Jelena D. Stamatović
Formato:	article
Lenguaje:	EN FR RU SR
Publicado:	University of Belgrade, Teacher Education Faculty 2021
Materias:	effects of inclusive education competencies for inclusion inclusive practice research of inclusive education Education L
Acceso en línea:	https://doaj.org/article/5970611c49bb4a9f8dd8ab7970ae36c2
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id	oai:doaj.org-article:5970611c49bb4a9f8dd8ab7970ae36c2
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spelling	oai:doaj.org-article:5970611c49bb4a9f8dd8ab7970ae36c22021-11-06T11:22:24ZInclusion in Education: Research Approaches and Problems10.5937/inovacije2103026M0352-23342335-0806https://doaj.org/article/5970611c49bb4a9f8dd8ab7970ae36c22021-11-01T00:00:00Zhttp://www.inovacijeunastavi.rs/en/34-3-3en/https://doaj.org/toc/0352-2334https://doaj.org/toc/2335-0806The paper investigates the problems of inclusive education from the perspective of scientific research and with an intention to point to the most pressing problems of inclusive education in Serbia from the researchers’ perspective. The analysis encompassed 135 papers focused on different problems related to the research of the inclusive theory and practice and published in the pedagogical literature in the last 10 years. Two units of analysis have been selected: theoretical and problem approach to studying and researching, as well as the methodological approach to the research of inclusive education. The results indicate that, during the first decade after inclusive education had been introduced in Serbia, the authors were dealing mostly with the problems of critical consideration of the conceptual discourse and practice of inclusive education, and very little with the effects of inclusive education. It has been established that empirical papers take prevalence over theoretical ones, while descriptive and survey methods were applied most commonly. The research was carried out using mostly the onesample technique and instruments and no participatory research was conducted. The pedagogical implications refer to the need for a more objective research of the effects of inclusion, given the ten-year period of implementation, and that the research approaches should include all inclusive education actors through participatory and qualitative research in order to offer the guidelines to the creators of the educational reform and its participants in terms of further improvement of the idea and practice of inclusive education.Jasna M. MaksimovićJelena D. StamatovićUniversity of Belgrade, Teacher Education Facultyarticleeffects of inclusive educationcompetencies for inclusioninclusive practiceresearch of inclusive educationEducationLENFRRUSRInovacije u Nastavi, Vol 34, Iss 3, Pp 26-42 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR RU SR
topic	effects of inclusive education competencies for inclusion inclusive practice research of inclusive education Education L
spellingShingle	effects of inclusive education competencies for inclusion inclusive practice research of inclusive education Education L Jasna M. Maksimović Jelena D. Stamatović Inclusion in Education: Research Approaches and Problems
description	The paper investigates the problems of inclusive education from the perspective of scientific research and with an intention to point to the most pressing problems of inclusive education in Serbia from the researchers’ perspective. The analysis encompassed 135 papers focused on different problems related to the research of the inclusive theory and practice and published in the pedagogical literature in the last 10 years. Two units of analysis have been selected: theoretical and problem approach to studying and researching, as well as the methodological approach to the research of inclusive education. The results indicate that, during the first decade after inclusive education had been introduced in Serbia, the authors were dealing mostly with the problems of critical consideration of the conceptual discourse and practice of inclusive education, and very little with the effects of inclusive education. It has been established that empirical papers take prevalence over theoretical ones, while descriptive and survey methods were applied most commonly. The research was carried out using mostly the onesample technique and instruments and no participatory research was conducted. The pedagogical implications refer to the need for a more objective research of the effects of inclusion, given the ten-year period of implementation, and that the research approaches should include all inclusive education actors through participatory and qualitative research in order to offer the guidelines to the creators of the educational reform and its participants in terms of further improvement of the idea and practice of inclusive education.
format	article
author	Jasna M. Maksimović Jelena D. Stamatović
author_facet	Jasna M. Maksimović Jelena D. Stamatović
author_sort	Jasna M. Maksimović
title	Inclusion in Education: Research Approaches and Problems
title_short	Inclusion in Education: Research Approaches and Problems
title_full	Inclusion in Education: Research Approaches and Problems
title_fullStr	Inclusion in Education: Research Approaches and Problems
title_full_unstemmed	Inclusion in Education: Research Approaches and Problems
title_sort	inclusion in education: research approaches and problems
publisher	University of Belgrade, Teacher Education Faculty
publishDate	2021
url	https://doaj.org/article/5970611c49bb4a9f8dd8ab7970ae36c2
work_keys_str_mv	AT jasnammaksimovic inclusionineducationresearchapproachesandproblems AT jelenadstamatovic inclusionineducationresearchapproachesandproblems
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Inclusion in Education: Research Approaches and Problems

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