Očekivanja i spremnost studenata Učiteljskog fakulteta za provođenje inkluzivnog obrazovanja

master's thesis

• Title (english): Expectations and readiness of students of the Faculty of Teachers to implement inclusive education
• Author: Petra Zovko
• Mentor: Rea Fulgosi Masnjak (mentor)
• Committee member: Rea Fulgosi Masnjak (predsjednik povjerenstva)
• Committee member: Natalija Lisak Šegota (član povjerenstva)
• Committee member: Damir Miholić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; (Department of Inclusive Education and Rehabilitation); Zagreb
• Defense date and country: 2024-06-25, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Odnos prema djeci s teškoćama u razviju se tijekom povijesti mijenjao. Ne tako davna prošlost obilježena je institucionalizacijom odnosno smještanjem djece i osoba s teškoćama u posebne ustanove u kojima bi bili smješteni sa sebi sličnima te ne bi dobivali adekvatnu skrb i poduku. Današnje vrijeme donosi promjenu. Inkluzivno obrazovanje ukazuje na razvijanje i kreiranje programa odgoja i obrazovanja koji su namijenjeni djeci s teškoćama u razvoju kako bi s djecom bez teškoća mogli zajedno učiti. No, kako bi inkluzivno obrazovanje bilo visoke kvalitete, potrebni su obučeni učitelji koji su spremni na rad s učenicima s teškoćama u razvoju, profesionalna usavršavanja i suradnju s ostalim stručnjacima unutar obrazovne ustanove. Uloga učitelja u inkluzivnom je obrazovanju nezamjenjiva stoga su ciljevi istraživanja provedenog u okviru ovog rada bili utvrditi postoji li razlika između studenata pete i apsolventske godine Učiteljskog fakulteta na različitim komponentama te utvrditi postoji li povezanost između komponenata: znanja, kompetencija, stavova i očekivanja. U istraživanju je sudjelovalo 63 ispitanika, od kojih su dva muška eliminirana kako bi se zadržala homogenost skupine, a za potrebe istraživanja kreiran je upitnik po uzoru na upitnike Bakota (2021) i Kudek Mirošević (2012). Rezultati istraživanja djelomično su očekivani. Oni pokazuju kako ne postoji statistički značajna razlika između studenata pete i apsolventske godine na komponentama znanja, kompetencija, stavova i očekivanja te kako na komponentama znanja i kompetencija, znanja i stavova te kompetencija i stavova postoji statistički značajna pozitivna povezanost, dok na komponentama znanja i očekivanja, stavova i očekivanja te kompetencija i očekivanja pokazalo kako postoji negativna povezanost, ali ona nije statistički značajna.

Abstract (english)

The attitude towards children with developmental disabilities has changed throughout history. The not-so-distant past was marked by institutionalization, i.e. the placement of children and persons with disabilities in special institutions where they would be housed with others similar to themselves and would not receive adequate care and education. Modern times brings changes. Inclusive education refers to the development and creation of educational programs intended for children with developmental disabilities, so that they can learn together with children without disabilities. However, in order for inclusive education to be of high quality, trained teachers who are ready to work with students with developmental disabilities, who have professional training and know how to cooperate with other experts within the educational institution are needed. The role of the teacher in inclusive education is irreplaceable. For that reason the objectives of this research were to determine whether there is a difference between the fifth and the senior year students of the Faculty of Teacher Education, University of Zagreb, in their knowledge, competence, attitudes and expectations regarding inclusive education and to determine whether there is a connection between these components. In total 63 respondents participated in this research, but two male respondents were not included in data analyses in order to maintain the homogeneity of the group. For the purpose of the research, a questionnaire based on the questionnaires of Bakota (2021) and Kudek Mirošević (2012) was created. Obtained results were partially expected, showing that there is no statistically significant difference between fifth and senior year students on the components of knowledge, competences, attitudes and expectations, while there is a statistically significant positive correlation between the components of knowledge and competences, knowledge and attitudes and competences and attitudes. At the same time between the components of knowledge and expectations, attitudes and expectations and competences and expectations there was a negative, but not statistically significant correlation.

• Keywords: inkluzivno obrazovanje; stavovi; očekivanja; učenici s teškoćama
• Keywords (english): inclusive education; attitudes; expectations; students with disabilities
• Language: croatian
• URN:NBN: urn:nbn:hr:158:453501
• 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: 2024-07-12 12:54:17