Title Socijalno i emocionalno učenje u inkluzivnom obrazovanju Title (english) Social and emotional learning in inclusive education Author Ana Vračko Mentor Anamarija Žic Ralić (mentor)Committee member Anamarija Žic Ralić (predsjednik povjerenstva)Committee member Daniela Cvitković (član povjerenstva)Committee member Ana Wagner Jakab (član povjerenstva)Granter University of Zagreb Defense date and country 2021-09-27, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Socijalno i emocionalno učenje je proces kojim se razvijaju socijalna i emocionalna kompetencija koja ima veliku važnost za život svakog pojedinca. Vještine koje se pritom razvijaju odnose se na: svijest o sebi, upravljanje sobom, socijalnu svijest, vještine odnosa s drugima, odgovorno donošenje odluka. Socijalni i emocionalni razvoj djece potrebno je poticati unutar obitelji, u školi te u zajednici. Škola, kao odgojno-obrazovna ustanova, najveći naglasak stavlja na usvajanje akademskih vještina. Upravo zbog toga je potrebno uvesti programe socijalnog i emocionalnog učenja u nastavne planove i programe. To je nužno kako bi učenici tipičnog razvoja i učenici s teškoćama u razvoju mogli zajedno učiti, stvarati i održavati prijateljstva, uvažavati različitost i prihvaćati jedni druge. Upravo se inkluzija temelji na prihvaćanju različitosti i nediskriminaciji, a inkluzivno obrazovanje osigurava jednake mogućnosti obrazovanja za sve učenike.
U inkluzivnom obrazovanju učitelji imaju važnu ulogu te osim profesionalnog razvoja trebaju raditi i na osobnom razvoju i unaprjeđivati vlastitu socijalnu i emocionalnu kompetenciju. Oni utječu na klimu u razredu, na odnose između učenika s i bez teškoća te na kvalitetu odnosa učitelj-učenik. Vršnjaci tipičnog razvoja uvelike doprinose inkluzivnom obrazovanju. Osim što pozitivno utječu na razvoj mnogih vještina kod učenika s teškoćama, razvijaju svijest i empatiju prema učenicima s teškoćama, prihvaćaju različitost i unaprjeđuju vlastite socijalne i emocionalne vještine.
Učenici s različitim vrstama teškoća često imaju nedovoljno razvijenu socijalnu i emocionalnu kompetenciju što posljedično negativno utječe na njihove odnose s vršnjacima i učiteljima. Od velike je važnosti za inkluziju da se provode programi socijalnog i emocionalnog učenja kako bi inkluzija imala smisla i ne bi se svela samo na integraciju.
Upravo je cilj ovog rada dati pregled novijih istraživanja i spoznaja koje se odnose na socijalno i emocionalnu učenje učenika s teškoćama u razvoju uključenih u redovne škole, kao i njihovih tipičnih vršnjaka. Nadalje, dobit će se uvid u važnost socijalne i emocionalne kompetencije učitelja te njihov utjecaj na proces inkluzije. Prikazana će biti i obilježja socijalnih interakcija učenika s različitim vrstama teškoća u inkluzivnim školama kako bi se uvidjela potreba za uvođenjem programa socijalnog i emocionalnog učenja s ciljem poboljšanja njihovih socijalnih i emocionalnih vještina te posljedično povećanje prihvaćenosti od strane vršnjaka tipičnog razvoja i razvoj prijateljstva.
Abstract (english) Social and emotional learning is a process that develops social and emotional competence which is very important for the life of each individual. The skills which are developing are: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The social and emotional development of children needs to be encouraged in the family, at school and in the community. The school, as an educational institution, places the greatest emphasis on learning academic skills. That is why it is necessary to include social and emotional learning programs in the curricula. This is necessary so that students who are typical development and students with disabilities can learn together, make and maintain friendships, respect diversity and accept each other. Inclusion is based on acceptance of diversity and non-discrimination and inclusive education ensures equal educational opportunities for all students.
In inclusive education teachers have an important role, beside professional development they should also work on personal development and improve their own social and emotional competence. They affect the classroom climate, the relationships between students with and without difficulties, and the quality of the teacher-student relationship. Typical development peers contribute to inclusive education. In addition to positively influencing the development of many skills in students with disabilities, they develop awareness and empathy towards students with disabilities, accept diversity and improve their own social and emotional skills.
Students with different types of difficulties often have underdeveloped social and emotional competence, which negatively affects their relationships with peers and teachers. It is essential for inclusion, to implement programs of social and emotional learning so that inclusion would make sense and it would not be bring down to integration.
The aim of this paper is to provide an overview of new research and insights related to the social and emotional learning of students with disabilities involved in regular schools, as well as their typical peers. Furthermore, it will provide insight into the importance of teachers' social and emotional competence and their impact on the inclusion process. The characteristics of social interactions of students with different types of difficulties in inclusive schools will be presented in order to see the need for including social and emotional learning programs in order to improve their social and emotional skills, consequently increasing acceptance by typical development peers and development of friendship.
Keywords
socijalno i emocionalno učenje
inkluzija
učenici s teškoćama u razvoju
socijalne interakcije
Keywords (english)
social and emotional learning
inclusion
students with disabilities
social interactions
Language croatian URN:NBN urn:nbn:hr:158:241710 Study programme Title: Graduate study of Educational Rehabilitation Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-01-14 08:18:01
