PERCEPTIONS OF INCLUSIVE VALUES IN TEACHING MATHEMATICS IN MONTENEGRO

Resumo

Recognition of inclusion, as one of the guiding principles of
education, is based primarily on the positive attitude of teachers. Our study
was conducted in three regions of Montenegro, with the intention to identify
key issues in the !eld of inclusive teaching of mathematics in the lower grades
of elementary schooling, and to de!ne recommendations from the perspective
of teachers. The sample consists of 420 respondents, and the instruments used
were questionnaires and assessment scales. Criterion variables - the number of
working years in teachers their experience and training determined teachers'
views on particular issues, while regional af!liation had no signi!cant in"uence
on their beliefs. Recommendations - advancing initial education and continuing
professional development in the !eld of inclusive education in the !eld of
mathematics are much needed