Stavovi učitelja prema inkluziji djece s teškoćama u razvoju u odgojno-obrazovni sustav

master's thesis

• Title (english): Teachers' attitudes towards inclusion of children with disabilities in the educational system
• Author: Jelena Livaković
• Mentor: Nina Pavlin Bernardić (mentor)
• Committee member: Andreja Brajša-Žganec (predsjednik povjerenstva)
• Committee member: Marina Štambuk (član povjerenstva)
• Committee member: Nina Pavlin Bernardić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Croatian Studies; (Department of Psychology); Zagreb
• Defense date and country: 2016-06-29, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology

Abstract

Ciljevi ovog istraživanja bili su ispitati stavove učitelja razredne i predmetne nastave o inkluziji učenika s teškoćama u razvoju u odgojno-obrazovni sustav, utvrditi izvore njihovog zadovoljstva i nezadovoljstva u radu s tim učenicima te analizirati prijedloge za poboljšanje kvalitete inkluzije. U istraživanju je sudjelovalo 150 učitelja razredne i predmetne nastave iz 12 osnovnih škola u Zagrebu. Sudionici su ispunjavali hrvatsku verziju Upitnika stavova o inkluziji SINKL 2.0.Rezultati kvantitativne analize pokazali su da učitelji relativno nisko procjenjuju svoju stručnu osposobljenost za rad s djecom s teškoćama u razvoju. Nadalje, utvrđena je statistički značajna razlika učitelja predmetne i razredne nastave na podljestvici stručne podrške, pri čemu učitelji predmetne nastave tu podršku procjenjuju boljom. Također, učitelji koji nemaju u razredu pomoćnika u nastavi značajno višim procjenjuju probleme u inkluzivnoj nastavi. Kvalitativna analiza odgovora o aspektima rada s učenicima s teškoćama kojima su učitelji zadovoljni pokazala je da su najčešće kategorije izvora zadovoljstva napredak učenika, osvješćivanje druge djece u razredu o različitostima, dobra suradnja s roditeljima i stručnom službom, dok su najčešći izvori nezadovoljstva nerealna očekivanja roditelja, nedovoljna stručna osposobljenost učitelja za rad s takvom djecom te nedostatak vremena koje mogu posvetiti takvom učeniku. Dominantne kategorije u koje se mogu svrstati prijedlozi učitelja za poboljšanje kvalitete inkluzije odnose se na češće edukacije i stručna usavršavanja učitelja, obavezne stručne suradnike u školama, bolju uključenost cijelog sustava u pružanju podrške i pomoći nastavnicima u radu s učenicima s teškoćama, obavezne educirane pomoćnike u nastavi te bolju materijalnu opremljenost škola.

Abstract (english)

The aim of this study was to examine teachers’ attitudes towards inclusion of children with disabilities in the educational system, to determinate the sources of their satisfaction and dissatisfaction in working with these students and to analyze suggestions for improving the quality of inclusion. The study included 150 class and subject teachers from 12 primary schools in Zagreb. Participants filled in the Croatian version of the Questionnaire of attitudes about inclusion SINKL 2.0. Results of quantitative analysis showed that teachers assess relatively low their professional qualifications for working with children with disabilities. In addition, there was a statistically significant difference between class and subject teachers on subscale of professional support, in which subject teachers evaluate than support as better. Also, teachers who have no special needs educational assistant estimate significantly higher problems in inclusive classes. Qualitative analysis of the responses regarding the satisfaction about the work with students with disabilities showed that the most common categories are the progress of students, awareness of other children in the class about the diversity, good cooperation with parents and professional services, while the most common sources of dissatisfaction are the unrealistic expectations of parents, insufficient training of teachers to work with children with disabilities and the lack of time they have for them. The dominant categoriesof the proposals for the improvement of the quality of inclusion are frequent training and professional development of teachers, obligatory professional associates in
schools, better involvement of the entire system to support and assist teachers in working with students with disabilities, mandatory trained special needs teaching assistants and better equipment of schools.

• Keywords: inkluzija (u obrazovanju); stavovi učitelja; pomoćnik u nastavi; prijedlozi za poboljšanje inkluzije
• Keywords (english): inclusion (in education); teachers’ attitudes; special needs teaching assistant; suggestions for better inclusion
• Language: croatian
• URN:NBN: urn:nbn:hr:111:391192
• Study programme: Title: Department of Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2016-07-19 08:07:14