Inkluzija učenika s poremećajem iz spektra autizma (u redovne škole) – perspektiva roditelja

master's thesis

• Title (english): Inclusion of students with autism spectrum disorder (in regular schools) - a parent's perspective
• Author: Tamara Barbir
• Mentor: Jasmina Stošić (mentor)
• Committee member: Jasmina Stošić (predsjednik povjerenstva)
• Committee member: Daniela Bratković (član povjerenstva)
• Committee member: Daniela Cvitković (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2021-09-27, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Ovim diplomskim radom se želi prikazati perspektiva roditelja djece s poremećajem iz spekttra
autizma o iskustvu inkluzije njihove djece u redovan odgojno obrazovni sustav, u redovne
razrede. Postavljena su istraživačka pitanja u skladu s ciljem istraživanja koja pobliže ilustriraju
interesna područja ovog istraživanja. Istraživačka pitanja odnose se na odnos učenika s
autizmom prema učenju i radu, odnos učenika s autizmom i njihovih vršnjaka, odnos učenika s
autizmom i njihovih učitelja, prilagodbu učionice i škole učenicima s autizmom, uključenost
roditelja u ispunjavanje školskih obaveza te prilagodbu metoda i postupaka poučavanja,
ispitivanja i vrednovanja. U istraživanju je korišten kvalitativan pristup prikupljanja i analize
podataka. Sudjelovalo je šest roditelja (svih šest su majke), koji tvore slučajan uzorak dobiven
metodom snježne grude. Kriterij za odabir ispitanika je da imaju dijete s autizmom koje je
uključeno u redovan odgojno obrazovni sustav u redovnom razredu. Sudionici su ispitani
metodom polustrukturiranog intervjua na način da su svoje odgovore poslali u obliku
audiozapisa koji se onda doslovno transkribirao ili su slali svoje odgovore u obliku dokumenta.
Rezultati istraživanja pokazuju da roditelji smatraju kako učitelji u školama nisu dovoljno
educirani za rad s djecom s teškoćama pa tako ni s njihovom djecom s autizmom te da ih se
dosta ni ne želi educirati i profesionalno razvijati. S druge strane, naglasili su da postoje neki
učitelji koji svojevoljno i instinktivno žele pomoći i olakšati njihovoj djeci u školi pa se trude
prilagoditi im sam proces učenja, poučavanja i vrednovanja. Svi roditelji su u velikoj mjeri
uključeni u rješavanje školskih obaveza svog djeteta, a nekima pomažu i asistenti. Kao veliki
nedostatak roditelji ističu neprilagođenost škole i razreda, ali najvećim problemom smatraju
neprilagođenost poučavanja, pisanja zadaća, vrednovanja i općenito svih aktivnosti koje se
provode u školi na nastavnom satu što onda rezultira lošim uspjehom djeteta i snižavanjem
njihovog samopouzdanja.

Abstract (english)

This paper aims to present the perspective of parents of children with autism spectrum disorder
on the experience of inclusion of their children in the regular educational system, in regular
classes. Research questions were set in accordance with the aim of the research which illustrate
areas of interest more detail. Research questions relate to the attitude of students with autism
towards learning and work, the relationship of students with autism and their peers, the
relationship of students with autism and their teachers, the adaptation of the classroom and
school for students with autism, parental involvement in school obligations and the adaptation
of teaching methods and procedures, testing and evaluation. A qualitative approach to data
collection and analysis was used in the research. Six parents (all six are mothers) participated,
forming a random sample obtained by the snowball method. The criterion for selecting
participants is that they have to have a child with autism who is included in the regular
educational system in the regular class. Participants were interviewed using the semi-structured
interview method by sending their answers in the form of audio recordings which were then
literally transcribed or by sending their answers in the form of a document. The results of the
research show that parents believe that teachers in schools are not educated enough to work
with children with disabilities, including their children with autism, and that many of them do
not even want to be educated and professionally developed. On the other hand, they pointed out
that there are some teachers who voluntarily and instinctively want to help and facilitate their
children in school, so they try to adapt the process of learning, teaching and evaluation to them.
All parents are heavily involved in solving their child's school obligations, and some are assisted
by assistants. As a major shortcoming, parents point out the inadequacy of school and
classroom, but consider the biggest problem is the inadequacy of teaching, writing assignments,
evaluations and generally all activities carried out in school in class, which then results in poor
performance and low self-esteem.

• Keywords: perspektiva roditelja; učenici s autizmom; inkluzija; podrška; redovan odgojno obrazovni sustav
• Keywords (english): parental perspective; students with autism; inclusion; support; regular educational system
• Language: croatian
• URN:NBN: urn:nbn:hr:158:381798
• Study programme: Title: Graduate study of Educational Rehabilitation; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacijske rehabilitacije (magistar/magistra edukacijske rehabilitacije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access; Embargo expiration date: 2023-03-27
• Created on: 2022-01-01 10:29:03