Inclusion in mekteb instruction: Experiences from the perspective of muallims

Abstract

UDK
28-735-472
371.3:376

Inclusion, as a philosophy based on human rights, is a highly represented topic in social fields, especially in all forms of upbringing and education. Increasingly, inclusion is becoming a current topic within the framework of mekteb instruction as well. This paper examines the attitudes and experiences of muallims of the Islamic Community in Bosnia and Herzegovina regarding the implementation of inclusion in the mekteb.

The research, conducted through a survey on a sample of N=210 muallims, established an exceptionally high level of affirmative attitudes and ethical support for inclusion, recognizing the right of every child to religious education. However, the results indicate a significant gap between positive attitudes and the feeling of professional competence. A large number of muallims express uncertainty in their competencies for working with children with developmental difficulties, given that most have not had formal and professional training in the field of inclusion.

The lack of targeted professional training and support is highlighted as the greatest obstacle in achieving inclusive mekteb instruction. Despite the challenges, muallims express a strong desire for additional training, which indicates the need for systematic strengthening of professional competencies as a key factor for improving inclusive practice in the mekteb. In accordance with the challenges in mekteb instruction, recommendations are provided for working with children with developmental difficulties, which may serve as guidelines for inclusive practice in mekteb instruction.