Percepcija inkluzije i školske klime iz perspektive učenika s teškoćama u razvoju i učenika tipičnog razvoja

master's thesis

• Title (english): Perception of inclusion and school climate from the perspective of students with and without special educational needs
• Author: Veronika Kresonja
• Mentor: Anamarija Žic Ralić (mentor)
• Committee member: Anamarija Žic Ralić (predsjednik povjerenstva)
• Committee member: Zrinjka Stančić (član povjerenstva)
• Committee member: Ana Wagner Jakab (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2024-09-26, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Cilj ovog istraživanja bio je analizirati percepciju inkluzije (socijalne inkluzije, emocionalne dobrobiti i akademskog samopoimanja) i percepciju školske klime te povezanost između percepcije inkluzije i školske klime kod učenika s teškoćama u razvoju i njihovih vršnjaka tipičnog razvoja. U istraživanju je sudjelovalo 454 učenika (52 učenika s teškoćama u razvoju i 402 učenika tipičnog razvoja) šestih i sedmih razreda iz 11 osnovnih škola na području Grada Zagreba. Za procjenu percepcije inkluzije korišten je Upitnik percepcije inkluzije – verzija za učenike (PIQ-S; Venetz i sur., 2015), a za procjenu percepcije školske klime korišten je Hrvatski upitnik školske klime za učenike (HUŠK-U; Velki i Kuterovac Jagodić, 2012).
Rezultati istraživanja pokazuju da ne postoji statistički značajna razlika između učenika s teškoćama u razvoju i vršnjaka tipičnog razvoja u procjeni emocionalne dobrobiti. Postoji statistički značajna razlika između učenika s teškoćama u razvoju i vršnjaka tipičnog razvoja u procjeni socijalne inkluzije i akademskog samopoimanja, pri čemu učenici s teškoćama u razvoju negativnije percipiraju svoju socijalnu inkluziju i akademsko samopoimanje. Pronađena je i statistički značajna razlika između učenika s teškoćama u razvoji i vršnjaka tipičnog razvoju u procjeni školske klime, pri čemu učenici s teškoćama u razvoju pozitivnije percipiraju školsku klimu. Za učenike s teškoćama u razvoju pronađena je statistički značajna povezanost emocionalne dobrobiti i akademskog samopoimanja sa školskom klimom, pri čemu je pozitivnija percepcija emocionalne dobrobiti i akademskog samopoimanja povezana s pozitivnijom percepcijom školske klime, dok za socijalnu inkluziju nije pronađena takva povezanost. Za učenike tipičnog razvoja pronađena je statistički značajna povezanost emocionalne dobrobiti, socijalne inkluzije i akademskog samopoimanja sa školskom klimom, odnosno pozitivnije percepcije emocionalne dobrobiti, socijalne inkluzije i akademskog samopoimanja povezane su s pozitivnijom percepcijom školske klime.
Rezultati ovog istraživanja ukazuju da postoji prostor za unapređenje provedbe inkluzivnog obrazovanja, posebno u vidu akademskog samopoimanja za učenike s teškoćama u razvoju, i emocionalne dobrobiti za obje skupine učenika.

Abstract (english)

The aim of this study was to analyze the perception of inclusion (social inclusion, emotional well-being and academic self-concept) and the perception of school climate and the correlation between perception of inclusion and school climate in students with and without special educational needs. The research included 454 students (52 students with special educational needs and 402 students without special educational needs) of sixth and seventh grades from 11 primary schools in the City of Zagreb. To assess the perception of inclusion, the Perceptions of Inclusion Questionnaire – student version (PIQ-S; Venetz et al., 2015) was used, and to assess the perception of school climate, the Croatian questionnaire of the school climate for students (HUŠK-U; Velki & Kuterovac Jagodić, 2012) was used.
The results of the research show that there is no statistically significant difference between students with special educational needs and peers without special educational needs in the assessment of emotional well-being. There is a statistically significant difference between students with special educational needs and peers without special educational needs in the assessment of social inclusion and academic self-concept, whereby students with special educational needs perceive their social inclusion and academic self-concept more negatively. A statistically significant difference was found between students with special educational needs and peers without special educational needs in the assessment of the school climate, whereby students with students with special educational needs perceive school climate more positively. For students with special educational needs, a statistically significant correlation was found between emotional well-being and academic self-concept with the school climate, whereby a more positive perception of emotional well-being and academic self-concept is associated with a more positive perception of the school climate, while no such correlation was found for social inclusion. For students without special educational needs, a statistically significant correlation was found between emotional well-being, social inclusion and academic self-concept with the school climate, meaning that more positive perception of emotional well-being, social inclusion, and academic self-concept are associated with a more positive perception of the school climate.
The findings of this research suggest that there is space for improving the implementation of inclusive education, especially regarding academic self-concept for students with special educational needs, and emotional well-being for both groups of students.

• Keywords: emocionalna dobrobit; socijalna inkluzija; akademsko samopoimanje; školska klima
• Keywords (english): emotional well-being; social inclusion; academic self-concept; school climate
• Language: croatian
• URN:NBN: urn:nbn:hr:158:056594
• 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: 2024-10-28 09:16:58