School-level facilitators of inclusive education: the case of Serbia

Abstract

Relying on Bronfenbrenner’s ecological model, this paper attempts to identify school-level factors that contribute to effective implementation of inclusive education. We also explored how government policy, with emphasis on individual education plans, school teams, Roma assistants and inter-sectorial committees, is implemented at the school level. Qualitative data were collected from various informants (students, parents, teachers, school associates, Roma assistants and local community representatives) in five schools selected on the basis of regional distribution and success in supporting diverse student needs. Two core categories of school-level facilitators were generated: inclusive practices and inclusive culture. Within the first category, which refers to concrete actions and relationships in the school and local community, five themes emerged: individualisation and use of individual education plans; cooperation between teachers and school inclusive education expert team; cooperation with internal and external specialists; cooperation with parents, and cooperation with the local community. The second category, which reflects beliefs, values and implicit school norms, was further divided into five subcategories: willingness for life-long learning; proactive stance; sense of teamwork; sophisticated personal philosophies of development and learning; and acceptance of difference. We concluded that successful schools have developed into professional learning communities. Finally, recommendations for improving relevant practices were provided.

Keywords:

• Inclusive education
• inclusive practices
• inclusive culture
• school
• ecological model

Notes

1. The Inclusive Education Support Network is a professional body established by the Ministry of Education, Science and Technological development in 2010, with the aim of supporting development of higher-quality and more just educational practices. It consists of over 120 educational experts based throughout the country and fourteen model-schools which serve as models of inclusive practices.

2. Common in Eastern Europe, the term ‘defectologist’ refers to a teacher specialized in the education of children with special education needs.

3. In order to keep data confidentiality, all the names in this paper are fictional.