| Abstract | Cilj ovog rada je dobiti uvid u stavove studenata edukacijske rehabilitacije Edukacijsko-rehabilitacijskog fakulteta u Zagrebu o pomoćnicima u nastavi za učenike oštećena vida te utvrditi razlike u stavovima studenata prve i treće godine preddiplomskog studija Rehabilitacije te druge godine diplomskog studija Edukacijske rehabilitacije. Istraživanje je provedeno u akademskoj godini 2022./23. u razdoblju od 28. 2. 2023. do 15. 3. 2023. na prigodnom uzorku od 131 studenta. Podatci su prikupljeni anketnim upitnikom konstruiranim za potrebe istraživanja kojim se procjenjuju stavovi pomoću Likertove skale. Stavovi i rezultati prikazani su kroz pet kategorija: opći stavovi, komunikacija i socijalna uključenost, potpora pri kretanju, potpora pri uzimanju hrane i pića i u obavljanju higijenskih potreba te školske aktivnosti i zadatci. Rezultati pokazuju kako većina studenata smatra da pomoćnik u nastavi nije nužan za uspješnu integraciju učenika oštećena vida i da njegova potpora nije potrebna svim učenicima oštećena vida. Većina studenata smatra da pomoćnik u nastavi negativno utječe na samostalnost i efikasnost učenika u pojedinim zadatcima, naročito u onima koji se odnose na interakciju s vršnjacima i učiteljima te samostalnost na nastavi. Također, pokazalo se kako postoje statistički značajne razlike u većini stavova ispitanika s obzirom na godinu studija. Stavovi većine studenata treće godine preddiplomskog studija u svim kategorijama su negativni prema pomoćniku u nastavi, a velik broj stavova većine studenata prve godine preddiplomskog te druge godine diplomskog studija je podijeljen. Među stavovima druge godine diplomskog studija velik je broj neutralnih odgovora. Razlike u stavovima ukazuju na postojanje faktora koji utječe na formiranje stava tijekom studija, što otvara potencijalnu temu za nova istraživanja.
Pomoćnik u nastavi jedna je od najčešćih inkluzivnih mjera podrške učenicima s teškoćama. S obzirom na specifičnosti funkcioniranja i potreba učenika oštećena vida, nužna je informiranost i educiranost pomoćnika u nastavi, kao i svih članova stručnog tima koji pružaju potporu učeniku. Stoga je važno da i studenti edukacijske rehabilitacije kao budući stručnjaci budu upoznati s učinkovitošću podrške i utjecajima pomoćnika u nastavi na učenike
oštećena vida. Istraživanja o pomoćnicima u nastavi za učenike oštećena vida vrlo je malo, zbog čega je potrebno podrobnije se posvetiti navedenoj temi. |
| Abstract (english) | The aim of this paper is to gain insight into the attitudes of students of education rehabilitation at the Faculty of Education and Rehabilitation Sciences at University of Zagreb towards teaching assistants for visually impaired students and to show the differences in the attitudes of students of the first and third year of the undergraduate study of Rehabilitation and the second year of the graduate study of Educational Rehabilitation. The research took part in the academic year of 2022/23 in the period from February 28, 2023 to March 15, 2023, on a convenience sample of 131 students. The data had been collected using a self-constructed questionnaire that assesses attitudes using a Likert scale. Attitudes and results are presented through five categories: general attitudes, communication and social inclusion, mobility support, consumption of food and drinks and performing hygiene needs, and school activities and tasks. According to the results, the majority of students believe that a teaching assistant is not necessary for the successful integration of visually impaired students, as well as their support is not needful for all visually impaired students. The majority of students believe that teaching assistants negatively affect students' independence and efficiency in certain tasks, especially those related to interacting with peers and teachers and independence in class. Also, it has been shown that there are statistically significant differences in the majority of respondents' attitudes regarding the year of study. The attitudes of the majority of third-year undergraduate students in all categories are negative towards teaching assistants, and plenty of the attitudes of the majority of first-year undergraduate students and second-year graduate students are divided. The attitudes of the second-year graduate students include a substantial number of neutral responses. Differences in attitudes indicate the existence of a factor that influences the attitudes during schooling, which brings up a potential topic for new research.
Teaching assistants are commonly used as an inclusive measure for students with disabilities. Considering the specifics of functioning and the needs of students with visual impairment, it is necessary to inform and educate teaching assistants, as well as of all members of the professional team that provides support to the student. Therefore, it is of great importance that students of education rehabilitation, who are to be future professionals, become familiar with the effective support for visually impaired students as well as the influence of teaching assistants on the same group of students. There is very little research on teaching assistants for visually impaired students, wherefore greater involvement on the topic is necessary. |
