Cvetkova Dimov, Biljana and Iliev, Dean and Atanasoska, Tatjana (2014) Inclusive education: Continuity of the Macedonian reflective teacher. Procedia - Social and Behavioral Sciences. pp. 3927-3929.
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Abstract
Following the theoretical basis of the Inclusive education, the paper gives clear picture of what we have as experience in the Macedonian Educational system and the possibilities of improvement the processes of teaching and learning using inclusive teaching modules. The paper consists of three parts. The first part Inclusive Education- reality for all contributes to the permanence of the inclusive education. The second part Getting started with inclusive teaching- detection and elaboration of the possible crossroads when creating inclusive classrooms. Changing roles of teachers and pupils in the Macedonian inclusive classroom as a third part, contributes to the transformation of the participant’s roles in the classroom in order to respect, activate and support “the other” in the classroom and school.
| Item Type: | Article |
|---|---|
| Subjects: | Scientific Fields (Frascati) > Social Sciences > Educational sciences |
| Divisions: | Faculty of Education |
| Depositing User: | Prof. d-r Biljana Cvetkova Dimov |
| Date Deposited: | 28 May 2020 09:25 |
| Last Modified: | 28 May 2020 09:25 |
| URI: | https://eprints.uklo.edu.mk/id/eprint/5294 |
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