| Abstract | Sve je veći broj djece oštećena vida koja su uključena u redovne osnovne škole. Kako bi išli ukorak sa svojim vršnjacima, potrebno im je osigurati dostupnost materijala, prilagoditi školsko okruženje te educirati nastavnike kako bi mogli prilagoditi način poučavanja. Većina učenika oštećena vida u redovnim školama prima usluge rehabilitatora iz integracije. Njihova uloga je pružanje podrške učenicima oštećena vida, nastavnicima i ostalom školskom osoblju te roditeljima. Učenike poučavaju u vještinama koje su narušene zbog oštećenja vida. Pružaju rehabilitaciju na području socijalnih vještina, orijentacije i kretanja, svakodnevnih vještina, opismenjavanja na brajici.
Cilj ovog istraživanja je ispitati učinkovitost rehabilitacije kod učenika oštećena vida koji su integrirani u redovni sustav odgoja i obrazovanja. Želi se utvrditi postoji li, prema procjeni rehabilitatora iz integracije, razlika u rehabilitaciji učenika oštećena vida s obzirom na status vida, vrijeme nastanka oštećenja vida, vrijeme trajanja rehabilitacije, učestalost posjete rehabilitatora iz integracije, mjesto stanovanja, zaposlenost rehabilitatora u školi kao stručnog suradnika i prisutnost asistenta u nastavi. Uzorak ispitanika čine učenici oštećena vida koji su integrirani u redovni sustav odgoja i obrazovanja u Republici Hrvatskoj, od petog do osmog razreda osnovne škole i koji su uključeni u sustav praćenja Centra za odgoj i obrazovanje „Vinko Bek“ - odjela integracije. U istraživanje je uključeno 76 učenika oštećena vida. Podaci su prikupljeni pomoću upitnika vlastite konstrukcije koji je konstruiran za potrebe ovog istraživanja. Podaci za kvalitativnu analizu su obrađeni statističkim paketom SPSS 22.0, a kvantitativna obrada podataka je učinjena Programom za robustnu diskriminacijsku analizu ROBDIS. Rezultati su pokazali da postoji razlika u rehabilitaciji učenika oštećena vida s obzirom na status vida, vrijeme nastanka oštećenja, učestalost posjete rehabilitatora iz integracije, mjesto stanovanja, zaposlenost rehabilitatora u školi kao stručnog suradnika i prisutnost asistenta u nastavi. Razlika se nije pokazala u rehabilitaciji učenika oštećena vida s obzirom na vrijeme trajanja rehabilitacije. |
| Abstract (english) | The number of visually impaired children attending regular schools is increasing. In order for these students to keep up with their peers, it is necessary to ensure the availability of materials, adjust the school environment and educate teachers so that they are able to implement appropriate teaching strategies and methods. Most visually impaired students in regular schools receive services from itinerant teacher. It is their role to provide support to students with visual impairments, teachers, school staff members and parents. Students are taught the skills affected by the visual impairment. The teachers provide rehabilitation services in areas of social skills, orientation and mobility, daily living skills, reading and writing Braille.
The objective of this research is to evaluate the efficiency of rehabilitation services provided to the students with visual impairments who are integrated in regular education system. It aims to determine whether there are, based on the assessment of itinerant teachers, differences in rehabilitation among the visually impaired students when taking into account factors such as vision status, age of onset of visual impairment, rehabilitation treatment duration, frequency of sessions with itinerant teacher, place of residence, presence of a special education teacher as expert associate member of school staff, and presence of a teaching assistant. The sample of subjects includes students with visual impairments integrated in regular education system in the Republic of Croatia, who attend 5th to 8th grade of elementary school and whose progress is monitored by the Centre for education and rehabilitation “VinkoBek”, Integration Department. There were 76 students with visual impairments included in the research. The data were collected via self-constructed questionnaire designed for the purpose of this research. Quantitive analysis of the data was performed using software package for statistical analysis SPSS 22.0, whereas program for robust discriminant analysis ROBDIS was used for quantitative data interpretation. The results indicated that there is a difference in rehabilitation of students with visual impairments when considering factors such as vision status, age of onset of vision impairment, frequency of sessions with itinerant teacher, place of residence, presence of a special education teacher as expert associate member of school staff, and presence of a teaching assistant. No differences regarding duration of the rehabilitation program were found in rehabilitation of students with visual impairments.
Key words: student with visual impairment, itinerant teacher, rehabilitation |
