Stavovi roditelja predškolske djece prema djeci s teškoćama u razvoju

professional thesis

• Author: Helena Ninković Budimlija
• Mentor: Maja Cepanec (mentor)
• Mentor: Sanja Šimleša (mentor)
• Committee member: Jasmina Stošić (predsjednik povjerenstva)
• Committee member: Jasmina Ivšac Pavliša (član povjerenstva)
• Committee member: Maja Cepanec (član povjerenstva)
• Committee member: Sanja Šimleša (član povjerenstva)
• Committee member: Marina Milić Babić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2019-10-15, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

U skladu s praksom inkluzije broj djece s razvojnim teškoćama, koja se uključuju u redovne vrtićke programe, sve je veći. Stavovi roditelja sve djece uključene u proces inkluzije su važni, kako zbog značajne uloge koju roditelji imaju u samoj inkluziji, tako i zbog uloge roditelja u formiranju stavova vlastite djece.
Stoga su ciljevi ovog rada bili: 1) utvrditi mjeru pozitivnosti stavova roditelja predškolske djece prema uključivanju i boravku djece s razvojnim teškoćama u predškolskim ustanovama; 2) utvrditi utječu li na pozitivnost stavova roditelja neka druga obilježja roditelja i obitelji (spol, dob, socioekonomski status, veličina grada u kojem žive, broj djece u obitelji); 3) utvrditi postoje li razlike između stavova u odnosu na prethodna iskustva s djecom/osobama s razvojnim teškoćama. U istraživanju je sudjelovalo 159 roditelja djece tipičnog razvoja iz tri hrvatska grada (Gospić, Kastav i Pazin) smještena u tri različite županije (Ličko-senjska, Primorsko-goranska i Istarska županija). Upitnikom stavova roditelja prema inkluziji ispitani su: opći stav prema inkluziji, stav roditelja o utjecaju inkluzije na obrazovanje djeteta te stav roditelja o utjecaju inkluzije na djetetove socijalne odnose.
Rezultati su pokazali da roditelji djece tipičnog razvoja imaju prilično pozitivne stavove prema inkluziji (iznad 2.5 što je teoretski prosjek skale), pri čemu se posebno pozitivnima pokazali stavovi prema utjecaju inkluzije na socijalizaciju. Najnegativniji je stav roditelja utvrđen u odnosu na utjecaj inkluzije na obrazovanje njihova djeteta. Nisu uočene značajne razlike između roditelja u odnosu na spol, dob, socioekonomski status, veličinu grada i broj djece u obitelji. No, iskustvo i kontakti s djecom s razvojnim teškoćama pokazala su se kao čimbenik koji potencijalno može doprinijeti nešto negativnijem stavu prema inkluziji. Tako su rezultati pokazali da roditelji djece koja u skupini nemaju dijete s razvojnim teškoćama imaju značajno pozitivniji stav o utjecaju inkluzije na obrazovanje svoje djece od roditelja čija djeca imaju dijete s razvojnim teškoćama u grupi.

Abstract (english)

According to the practice of inclusion, the number of children with developmental disabilities that are included in the regular kindergarten program is increasing. Parents' attitudes of all children involved in the inclusion process are important because of the important role that parents have in the inclusion itself as well as the role of parents in forming their own children's attitudes.
The aims of the study: (1) to determine how possitive are attitudes of parents with children with developmental disabilities towards their children attending and staying in pre-school establishments, (2) to determine differences in parents’ attitudes regarding different demographic characteristics (sex, age, socioeconomic status, size of the city of residence, number of children in the family), (3) to determine differences in attitudes in regards to previous experiences.
The study included 159 parents of typically developing children from three cities in Croatia – Gospić, Kastav and Pazin, which are from thee different counties in Croatia – Ličko-Senjska, Primorsko-Goranska and Istarska. The survey gathered information about the gender and age of parents, their maximum academic achievement, size of the city they live in, the amount of income they produce, gender and the amount of children in their family, the presence of children with developmental disabilities, as well as previous experiences with people and children with developmental disabilities. The survey covered their general attitude towards their inclusion in the study, the parents’ attitudes how the inclusion in the study affects the education of the child and its social relationships.
The parents generally have a positive attitude to being included in the study (above 2.5 which is the theoretical average of the spectrum) whereby the attitudes towards the effect of the child’s inclusion into socialization are especially pronounced. The most negative attitude of the parents was towards the child’s inclusion in education.
The study indicates that there are no major differences in parent’s opinions about being included in the study in regards to sociodemographic variables.
It is determined that parents who don’t have a child with developmental disabilities inside the group have a more positive attitude towards the impact on the education of their child than the parents who have a child with developmental disabilities in the same group.

• Keywords: inkluzija; djeca s razvojnim teškoćama; stavovi roditelja; predškolski programi
• Keywords (english): inclusion; children with developmental disabilities; parents’ attitudes; demographic characteristic
• Language: croatian
• URN:NBN: urn:nbn:hr:158:576749
• Study programme: Title: Postgraduate specialist study Early Intervention in Educational Rehabilitation; Study programme type: university; Study level: postgraduate specialist; Academic / professional title: sveučilišni/a specijalist/ specijalistica rane intervencije u edukacijskoj rehabilitaciji (sveučilišni/a specijalist/ specijalistica rane intervencije u edukacijskoj rehabilitaciji)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2019-11-20 08:18:29