engleski

The quality of inclusive practices in pre-school education

The current UN, EU, DfES and OFSTED documents describe the inclusion as disabled children´s civil right to access social resources with the aim of improving their quality of life. At the same time, different interpretations of the inclusion (at the individual and social level) cause the vagueness of this term and the creation of different indicators of inclusive practice. Therefore, the existence of inclusive practice in the UN and EU documents are quantitatively estimated, i.e. the number of children with disability in the mainstream is quoted as the main indicator. On the other hand, the number of included children does not yield an insight into quality of inclusive practice. This paper will examine the mentioned term and it´s indicators in the context of program activities in institutional preschool education along with preschool teachers` overview of current inclusive practice.

quality; inclusive practice; indicators; preschool education

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