The Differences Between Mainstream and Special Education
Journal
Annual of the Faculty of Philosophy in Skopje
Date Issued
2024-12-16
Author(s)
DOI
10.37510/godzbo2477545chj
Abstract
Inclusive education is a process that integrates students with special needs in
mainstream schools, providing them with appropriate support and adaptations. This
paper discusses the differences between mainstream and special education, focusing on
the right to education, aims and approaches, responsibilities and competences, curricula,
focus of education, teacher preparation, learning conditions, teaching methods, learning
standards, assessment and evaluations, teacher competencies, educational research
and legislation. In Macedonia, inclusive education started in 1998 and is still in the
process of development, aimed at the full inclusion of students with disabilities, which is
stipulated in the Law on Basic Education passed in 2019.
The methodology includes an analysis of existing research and laws, as well as a
comparative study of regular and special education. Data from relevant sources such as
European and national education agencies, UNICEF reports and laws on special education
were used. This methodology enables a detailed overview of the current situation
and challenges in inclusive education.
The conclusion is that although significant efforts have been made for the
integration of students with special needs in mainstream schools, there are many
challenges that need to be overcome. Better support for teachers, more resources and
funding, and a change in attitudes of the society are needed. With appropriate measures
and policies, real inclusion and quality education for all students can be achieved.
mainstream schools, providing them with appropriate support and adaptations. This
paper discusses the differences between mainstream and special education, focusing on
the right to education, aims and approaches, responsibilities and competences, curricula,
focus of education, teacher preparation, learning conditions, teaching methods, learning
standards, assessment and evaluations, teacher competencies, educational research
and legislation. In Macedonia, inclusive education started in 1998 and is still in the
process of development, aimed at the full inclusion of students with disabilities, which is
stipulated in the Law on Basic Education passed in 2019.
The methodology includes an analysis of existing research and laws, as well as a
comparative study of regular and special education. Data from relevant sources such as
European and national education agencies, UNICEF reports and laws on special education
were used. This methodology enables a detailed overview of the current situation
and challenges in inclusive education.
The conclusion is that although significant efforts have been made for the
integration of students with special needs in mainstream schools, there are many
challenges that need to be overcome. Better support for teachers, more resources and
funding, and a change in attitudes of the society are needed. With appropriate measures
and policies, real inclusion and quality education for all students can be achieved.
Subjects
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