| Abstract | Učitelji se suočavaju s velikim brojem različitih izazova u radu s učenicima s ADHD-om. Stoga je cilj ovog rada dobiti uvid u izazove s kojima se učitelji razredne i predmetne nastave susreću u radu s učenicima s ADHD-om (uključujući izazove u izravnom radu s učenicima, u suradnji sa stručnim suradnicima, pomoćnicima u nastavi i roditeljima, izazove vezane za informiranost, osposobljenost i individualizirane pristupe koje koriste te izazove za vrijeme pandemije Covid-19). Istraživanje je provedeno elektronskim putem, online anketnim upitnikom. U istraživanju su sudjelovala 63 učitelja razredne ili predmetne nastave koji su zaposleni u osnovnim školama na području Republike Hrvatske te su u svom dosadašnjem radu imali iskustva s učenicima s ADHD-om. Najveći broj ispitanika navodi da samostalno istražuje o ADHD-u te je mali broj ispitanika slušalo kolegije vezane uz ADHD i išlo na edukacije. Kao neke od najvećih izazova u radu s učenicima s ADHD-om ispitanici navode: učenikovo ometanje rada drugih učenika i učitelja, impulzivnost učenika, poteškoće učenika kod pridržavanja pravila i kratkotrajna pažnja učenika. Neka od najčešćih izazova s kojima se učitelji suočavaju u suradnji sa stručnim suradnicima, pomoćnicima u nastavi i roditeljima učenika s ADHD-om su: različita mišljenja stručnjaka oko načina rada s učenikom, nedostatak podrške pri izradi IEP-a, nedostatak pomoćnika u nastavi, neusklađenost podrške pomoćnika u nastavi s učenikovim potrebama, prevelika očekivanja roditelja od djeteta, neprihvaćanje djetetove teškoće, te neangažiranost roditelja u pomoći učeniku. Neki od postupaka individualizacije koje ispitanici najčešće navode da koriste su: omogućavanje djetetu prilika za ustajanje i kretanje, davanje jasnih uputa jednu po jednu, toleriranje nemira u klupi i ponašanja koja ne ugrožavaju druge učenike. Prilikom izrade IEP-a, najviše ispitanika surađuje s edukacijskim rehabilitatorom, a najmanje s logopedom. Za vrijeme pandemije Covid-19, najvećem broju ispitanika, školska godina 2019/2020. bila je izazovnija od školske godine 2020./2021. Veliki broj ispitanika djelomično su uspjeli napraviti prilagodbe za učenike s ADHD-om za vrijeme online nastave te je u tom periodu najvećem broju njih bio potreban veći ili puno veći angažman za pripremu materijala za učenike s ADHD-om. Na kraju, kroz istraživanje se nisu pokazale statistički značajne razlike između učitelja razredne i predmetne nastave u izazovima s kojima se susreću u radu s učenicima s ADHD-om kao ni statistički značajne povezanost između zadovoljstva poslom učitelja i izazova s kojima se susreću u radu s učenicima s ADHD-om te povezanost između radnog staža učitelja i izazova s kojima se susreću u radu s učenicima s ADHD-om. Dobiveni rezultati mogu poslužiti kao poticaj za daljnja te detaljnija istraživanja na ovu temu. Uz to, oni mogu pomoći i školama kako bi uvidjeli izazove s kojima se učitelji suočavaju u radu s učenicima s ADHD-om te na osnovu toga promislili i uveli promjene koje bi omogućile bolje zadovoljstvo i efikasnost učitelja te bolje obrazovanje učenika s ADHD-om. |
| Abstract (english) | Teachers face a number of different challenges when working with students with ADHD. That being the case, the aim of this paper is to gain insight into the challenges faced by classroom and subject teachers when working with students with ADHD (including challenges in direct work with students, collaboration with professionals, teaching assistants, and parents, challenges related to informedness, qualification, and individualized approaches they use, as well as challenges during the Covid-19 pandemic). The research was conducted electronically through an online survey questionnaire. The study involved 63 classroom or subject teachers employed in primary schools in the Republic of Croatia who had previous experience working with students with ADHD. The majority of respondents reported independently researching ADHD, while only a small number of participants had taken courses or attended training related to ADHD. Some of the major challenges reported by the respondents in working with students with ADHD include: student's disruption of other students' and teachers' work, student impulsivity, difficulties in students' adherence to rules, and students' short attention span. Some of the common challenges teachers face in collaboration with professionals, teaching assistants, and parents of students with ADHD include: differing expert opinions on working with the student, lack of support in developing Individualized Education Plans (IEPs), lack of teaching assistants, mismatch between the support provided by teaching assistants and the student's needs, high expectations from parents, denial of the student's difficulties, and lack of parental involvement in supporting the student. Some of the individualization strategies most frequently mentioned by the participants include: providing the child with opportunities to stand up and move around, giving clear instructions one at a time, tolerating restlessness in their seat and behaviors that do not endanger other students. When developing IEPs, the majority of respondents collaborate with educational rehabilitation experts, while the least collaboration is with speech therapists. During the Covid-19 pandemic, the school year 2019/2020 was more challenging for the majority of participants compared to the school year 2020/2021. A large number of respondents were partially able to make adjustments for students with ADHD during online classes, and during that period, most of them required greater or much greater effort to prepare materials for students with ADHD. Finally, the study did not find statistically significant differences between classroom and subject teachers in the challenges they face when working with students with ADHD, nor did it find a statistically significant correlation between teachers' job satisfaction and the challenges they face when working with students with ADHD, or the correlation between teachers' years of experience and the challenges they face when working with students with ADHD. The obtained results can serve as a stimulus for further and more detailed research on this topic. Additionally, they can help schools gain insight into the challenges teachers face when working with students with ADHD and, based on that, consider and implement changes that would enable better satisfaction and effectiveness of teachers and provide better education for students with ADHD. |
