Differentiated curriculum as an assumption of successful inclusion

Polazeći od činjenice da obrazovne institucije postaju sjecištima različitih etniciteta, kultura, religija i jezika, da učenici dolaze iz sve različitijih obitelji (jednoroditeljskih, binuklearnih, posvojiteljskih, udomiteljskih), te da su učenici s posebnim potrebama uključeni u redovite odgojno-obrazovne skupine, izazovi budućnosti pojedinca i društva ogledaju se, među ostalim, u ustroju i kvaliteti obrazovnih sustava. Suočena s novim izazovima škola se mijenja u pravcu stvaranja povoljnih uvjeta za razvoj socijalnih, intelektualnih i emocionalnih kapaciteta učenika u skladu s njihovom kronološkom i mentalnom dobi. S tim u svezi neizbježni su zahtjevi na razini metodičke i sadržajne prilagodbe odgojno-obrazovnog procesa, odnosno posebne odgojno-obrazovne podrške različite vrste i razine. Govorimo o prilagođenim, tj. primjerenim programima i modelima učenja uz socijalno kompetentnog učitelja i ostale sudionike uključene u sve segmente odgoja i obrazovanja, izradi i mogućnostima implementacije diferencijalnih programa i razlikovnih kurikuluma. Nove obrazovne potrebe društva i pojedinca iniciraju zahtjev za stvaranjem takvog profila obrazovnih institucija koje predstavljaju stimulativnu sredinu za učenje i razvoj socijalnih odnosa. Mijenjaju se odnosi među ljudima u životnim zajednicama, te otvaraju pitanja dijaloga, suživota, snošljivosti i međusobnog uvažavanja.Starting with the reality that education institutions become meeting places of different ethnicities, cultures, religions and languages, that pupils come from different families (single parent, binuclear, adoptive, foster), and that pupils with special needs are included in regular upbringing-education groups, the challenges of an individual\u27s future and society reflect on, among other, the structure and quality of the education system. Confronted with new challenges, schools change towards creating favorable conditions for the development of social, intellectual and emotional capacities of pupils according to their chronological and mental age. In this regard, inevitable are the requirements at the level of methodology and content being adapted to the upbringing and education process, special upbringing and education support of various type and level respectively. We are here speaking of adapted, i.e. appropriate programs and models of learning with a socially competent teacher and other participants included in all the segments of upbringing and education, design and implementation of differentiated programs and curricula. New education needs of society and individuals initiate the requirement for creating such a profile of education institutions that represent a stimulation environment for learning and the development of social relationships. People\u27s relationships in life communities change and open the issue of dialogue, co-existence, tolerance and mutual respect