Popovska Nalevska, Gorica
Internacional Slavic University, Gavrilo Romanovic Derzavin, Republic of Macedonia (email@example.com)
Faculty of technical sciences, St. Kliment Ohridski University – Bitola, Republic of Macedonia (Filip.firstname.lastname@example.org)
A flexible environment that responds to students’ needs is the basis for involving marginalized groups, such as children with disabilities, in the existing educational system. The right of education is a right of all children, including the ones with disabilities; a right that is guaranteed by all countries that have signed the Convention on the Rights of the Child, including Republic of Macedonia. Inclusive education is a matter of human rights, but also a matter of good organization and resource management – management of human resources, materials, and time. However, few countries have formulated a clear policy for children with disabilities. The start of inclusive education requires changes in the curriculum, further education for the teachers, and developed teaching methodology and attitudes of the teachers. This paper presents the results of the research conducted in order to detect the factors that are consider to be barriers for quality educational inclusion of students with disabilities in the elementary schools in the Republic of Macedonia, by examining the attitudes and opinions of all participants who are, in any way, involved in the educational process – parents, teachers, and pedagogical – psychological services, from ten primary schools in the Republic of Macedonia and representatives from the Ministry of Education and Science and the Bureau for Development of Education. The findings of this study enabled to present some recommendation and implications that might be useful for policy makers, teachers, and educational researchers.
Keywords: inclusive education; students with disabilities; teachers; barriers for inclusive education; elementary school