[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599285-105":59,"doc-detail-599285-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-understanding-of-inclusive-education-in-kosovo-legal-and-empirical-argumentation","The Understanding of Inclusive Education in Kosovo - Legal and Empirical Argumentation","","Legal and empirical argumentation frames inclusive education in Kosovo within an international conceptual landscape. The study examines how teachers understand inclusive education, using interviews with key informants and qualitative analysis of six in-service teachers’ experiences. Findings show teachers possess wide knowledge and view inclusive education as beneficial for children with special needs, especially for socialisation and modelling appropriate behaviours, while noting weaker academic outcomes linked to gaps in individualised planning, differentiated teaching, and institutional support and evaluation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-understanding-of-inclusive-education-in-kosovo-legal-and-empirical-argumentation/599285/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-understanding-of-inclusive-education-in-kosovo-legal-and-empirical-argumentation/599285.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding inclusive education?","Question",{"text":112,"@type":113},"It examines how inclusive education is conceptualised in international and Kosovo contexts, including its factual argumentation and legal representation, and it explores teachers’ attitudes and understanding.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was information collected in the research?",{"text":117,"@type":113},"The study used interviews with key informants, and it is qualitative based on analysis of the experiences of six in-service teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges do teachers report for inclusive education implementation?",{"text":121,"@type":113},"They point to limited knowledge about individualised planning and differentiated teaching, plus a lack of institutional support and proper evaluation of each teacher’s work.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599285,1792165138,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","doi: 10.26529/cepsj.692  \nThe Understanding of Inclusive Education in Kosovo: Legal and Empirical Argumentation  \nNaser Zabeli1, Blerta Perolli Shehu*2 and Jeffrey A. Anderson3  \n• The article looks at conceptualisations of inclusive education in the international and Kosovo context, including the factual argumentation and legal representation of the term. The study explores the attitudes of teachers and their understanding of inclusive education, including arguments for and against it, implementation challenges, and perspectives. Interviews were used as a tool to generate information from key informants. The study is qualitative and based on an analysis of the experiences of six in-service teachers. The findings suggest that teachers have a wide knowledge of inclusive education and believe it has only positive effects for children with special needs. They believe that children can achieve more in terms of socialisation and modelling of good behaviours from their peers, but that success in academic achievements is lower because of the limited knowledge of teachers about individualised planning and differentiated teaching, and a lack of institutional support and proper evaluation of each teacher’s work.  \nKeywords: children with special needs, inclusive education, international contexts, Kosovo context, teacher perspectives  \n1 Faculty of Education, University of Pristina.  \n2 *Corresponding Author. Faculty of Education, University of Prishtina, Kosovo; [blerta.perolli-shehu@uni-pr.edu](blerta.perolli-shehu@uni-pr.edu).  \n3 Indiana University School of Education, USA.  \nRazumevanje inkluzivnega izobraževanja na Kosovu: pravna in empirična utemeljitev  \nNaser Zabeli, Blerta Perolli Shehu in Jeffrey A. Anderson  \n• Članek obravnava konceptualizacije inkluzivnega izobraževanja v mednarodnem okolju in na Kosovem ter dejansko in pravno utemeljuje koncept. Raziskava preučuje odnos učiteljev do inkluzivnega izobraževanjain njihovo razumevanje tega področja ter navaja argumente za inkluzivno izobraževanje in proti njemu, izzive pri njegovem izvajanju in obete za prihodnost. Podatke smo pridobili z intervjuji ključnih oseb. Kvalitativna raziskava je temeljila na analizi izkušenj šestih učiteljev. Ugotovitve so pokazale, da učitelji veliko vedo o inkluzivnem izobraževanju, za katero verjamejo, da v celoti pozitivno učinkuje na otroke s posebnimi potrebami. Po njihovem mnenju so lahko otroci tako uspešnejši od njihovih vrstnikov na področju socializacije in usvojitve primernega vedenja, vendar pa je njihov učni uspeh slabši zaradi omejenega znanja učiteljev o individualiziranem načrtovanju in diferenciranem poučevanju ter zaradi pomanjkanja institucionalne podpore in ustrezne evalvacije delaposameznega učitelja.  \nKljučne besede: otroci s posebnimi potrebami, inkluzivnoizobraževanje, mednarodni konteksti, kosovski kontekst, perspektive učiteljev  \nIntroduction  \nInclusion is considered to be “a complex and contested concept, and its manifestations in practice are many and varied” (Lindsay, 2003, p. 3) . It is multi-dimensional and difficult to define, as it depends on the context of different countries and is, by its very nature, fluid (Dikeledi, 2013) . Inclusion is a multi-dimensional concept that incorporates the assessment of differences and diversities, as well as considerations of human rights, social justice and equal opportunities (Shmid & Vrhovnik, 2015) . The concept for inclusive education originates from the field of special education, which is historically based on a medical model of categorising children and segregating education based on disability, and on the separation of children into special classes (Florian, 2014) . The present paper outlines the definition and legal framework of inclusive education, reports on some empirical studies on inclusive education, both internationally and in the Kosovo context, and presents the results of a qualitative study looking at perspectives of Kosovo in-service teachers in understandi","cbCaioHk7OKoUzSH","https://ap.wps.com/l/cbCaioHk7OKoUzSH","pdf",190093,21,"English","# Introduction\n## Theoretical Background\n### Inclusive education defined in the international context\n# Findings and discussion\n## Teachers’ attitudes and understanding\n## Implementation challenges and evaluation","[{\"question\":\"What does the study focus on regarding inclusive education?\",\"answer\":\"It examines how inclusive education is conceptualised in international and Kosovo contexts, including its factual argumentation and legal representation, and it explores teachers’ attitudes and understanding.\"},{\"question\":\"How was information collected in the research?\",\"answer\":\"The study used interviews with key informants, and it is qualitative based on analysis of the experiences of six in-service teachers.\"},{\"question\":\"What challenges do teachers report for inclusive education implementation?\",\"answer\":\"They point to limited knowledge about individualised planning and differentiated teaching, plus a lack of institutional support and proper evaluation of each teacher’s work.\"}]","The Understanding of Inclusive Education in Kosovo - Legal and Empirical Argumentation | PDF",1792088489,53]