ANALIZA ZNANJA I VJEŠTINA NASTAVNIKA U SJEVERNOJ MAKEDONIJI, SRBIJI I BOSNI I HERCEGOVINI U RADU S VIZUALNO OŠTEĆENIM UČENICIMA U REDOVNIM ŠKOLAMA. (Bosnian)

This study aims to analyze the knowledge and skills of mainstream teachers in North Macedonia, Serbia, and Bosnia and Herzegovina for working with visually impaired students. The study is based on a survey conducted among teachers who work with visually impaired students in mainstream schools in the three countries. The survey aims to identify the level of knowledge and skills of teachers in the areas of visual impairment, teaching strategies, and assistive technologies. The study found that mainstream teachers in North Macedonia, Serbia, and Bosnia and Herzegovina have limited knowledge and skills in working with visually impaired students. The findings of the study highlight the need for a systematic approach to providing training and support to mainstream teachers in North Macedonia, Serbia, and Bosnia and Herzegovina. The results of this study have implications for policymakers, educators, and researchers who are working towards creating an inclusive education system that caters to the needs of all students, including visually impaired students. The study contributes to the existing body of knowledge on the education of visually impaired students in the Balkan region and emphasizes the importance of mainstream teachers’ role in creating an inclusive education system. [ABSTRACT FROM AUTHOR]

Ova studija ima za cilj analizirati znanje i vještine nastavnika u sjevernoj Makedoniji, Srbiji i Bosni i Hercegovini za rad s vizualno oštećenim učenicima u redovnim školama. Studija se temelji na anketi provedenoj među nastavnicima koji rade s vizualno oštećenim učenicima u redovnim školama u tri zemlje. Anketa ima za cilj utvrditi nivo znanja i vještina nastavnika u područjima vizualnog oštećenja, strategijama poučavanja i pomoćnim tehnologijama. Studija je pokazala da nastavnici u redovnim školama u sjevernoj Makedoniji, Srbiji i Bosni i Hercegovini imaju ograničeno znanje i vještine u radu s vizualno oštećenim učenicima. Rezultati studije naglašavaju potrebu za sistematskim pristupom osiguravanju obuke i podrške nastavnicima u redovnim školama u sjevernoj Makedoniji, Srbiji i Bosni i Hercegovini. Važno je povećati znanje i vještine nastavnika u radu s vizualno oštećenim učenicima kako bi se stvorilo inkluzivno okruženje. Rezultati ove studije imaju implikacije za donositelje odluka, odgojno-obrazovne radnike i istraživače koji rade na stvaranju inkluzivnog obrazovnog sistema koji se prilagođava potrebama svih učenika, uključujući vizualno oštećene učenike. Studija doprinosi postojećem tijelu znanja o obrazovanju vizualno oštećenih učenika u balkanskoj regiji i naglašava važnost uloge nastavnika u redovnim školama u stvaranju inkluzivnog obrazovnog sistema. [ABSTRACT FROM AUTHOR]

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