Stavovi učitelja redovnih osnovnih škola prema inkluziji učenika s teškoćama u razvoju na području grada Vinkovaca

master's thesis

• Title (english): Attitudes of regular primary school teachers toward inclusion of pupils with developmental disabilities in the city of Vinkovci
• Author: Tatjana Markić
• Mentor: Rea Fulgosi Masnjak (mentor)
• Mentor: Natalija Lisak Šegota (komentor)
• Committee member: Rea Fulgosi Masnjak (predsjednik povjerenstva)
• Committee member: Natalija Lisak Šegota (član povjerenstva)
• Committee member: Ana-Marija Bohaček (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2024-05-29, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Inkluzija učenika s teškoćama u razvoju u redovne škole predstavlja važan korak prema
ostvarivanju jednakih obrazovnih mogućnosti za sve učenike. Inkluzivno obrazovanje
omogućuje učenicima s teškoćama sudjelovanje u redovnim nastavnim aktivnostima, čime se
potiče njihova socijalizacija i razvoj socijalnih kompetencija. Prema istraživanjima, inkluzija
doprinosi povećanoj vršnjačkoj podršci i boljoj integraciji djece s teškoćama u širu društvenu
zajednicu (Wendelborg i Kvollo, 2010).
Problem ovog istraživanja je utvrditi stavove učitelja razredne nastave prema inkluzivnom
obrazovanju učenika s teškoćama u razvoju na području grada Vinkovaca. Istraživanje je
koristilo kvantitativnu metodologiju, a instrumenti su uključivali Opći upitnik te Upitnik o
stavovima učitelja prema edukacijskoj inkluziji. Korišten je i Osgoodov semantički
diferencijal za ispitivanje emocionalne komponente stavova učitelja.
Rezultati istraživanja pokazali su da nema statistički značajnih razlika u stavovima učitelja
prema inkluziji učenika s teškoćama s obzirom na kronološku dob, stupanj obrazovanja i
godine radnog staža. Međutim, učitelji s iskustvom u radu s djecom s teškoćama pokazali su
pozitivnije stavove prema inkluziji. Također, emocionalna komponenta stavova otkrila je da
učitelji učenike s teškoćama doživljavaju kao "zahtjevne", dok su najpozitivniji odgovori bili
vezani uz čestice "hladno-toplo" i "grubo-nježno". Ovi rezultati su uglavnom očekivani i
mogu poslužiti kao temelj za daljnje unapređenje inkluzivnog obrazovanja u Hrvatskoj.

Abstract (english)

Inclusion of students with developmental disabilities in regular schools represents an
important step towards achieving equal educational opportunities for all students. Inclusive
education enables students with disabilities to participate in regular educational activities,
promoting their socialization and development of social skills. Research indicates that
inclusion contributes to increased peer support and better integration of children with
disabilities into the broader community (Wendelborg and Kvollo, 2010).
The problem of this research was to determine the attitudes of primary school teachers
towards inclusive education of students with developmental disabilities in the city of
Vinkovci. The research used a quantitative methodology, with instruments including teacher
questionnaires measuring their experience, educational level, years of work experience, and
attitudes towards inclusion. Osgood's semantic differential was also used to examine the
emotional component of teachers' attitudes.
The research results indicated no statistically significant differences in teachers' attitudes
towards inclusion based on chronological age, level of education, and years of work
experience. However, teachers with experience working with children with disabilities
showed more positive attitudes towards inclusion. Additionally, the emotional component of
attitudes revealed that teachers perceive students with disabilities as "demanding," while the
most positive responses were related to the adjectives "warm-cold" and "rough-gentle." These
results were largely expected and can serve as a foundation for further improvement of
inclusive education in Croatia.

• Keywords: inkluzija; učenici s teškoćama; učitelji; stavovi
• Keywords (english): inclusion; students with developmental disabilities; teachers; attitudes
• Language: croatian
• URN:NBN: urn:nbn:hr:158:788113
• Study programme: Title: University graduate study of Educational Rehabilitation; Study programme type: university; Study level: graduate; Academic / professional title: sveučilišni magistar/magistra edukacijske rehabilitacije (sveučilišni magistar/magistra edukacijske rehabilitacije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-06-17 07:01:26