Stavovi učitelja s područja Bjelovarsko-bilogorske županije prema inkluziji djece s teškoćama

master's thesis

• Title (english): Bjelovarsko-bilogorska County teachers' attitudes towards inclusion of children with disabilities
• Author: Andrea Kanjski
• Mentor: Daniela Cvitković (mentor)
• Committee member: Daniela Cvitković (predsjednik povjerenstva)
• Committee member: Anamarija Žic Ralić (član povjerenstva)
• Committee member: Ana Wagner Jakab (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2019-09-18, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Proces edukacijske integracije u RH započinje 1980., kojeg je 90-ih godina nadrastao koncept inkluzije (Kranjčec Mlinarić i sur., 2016). Inkluzija je širi pojam koji podrazumijeva odgoj i obrazovanje za sve, a naglasak se stavlja na osiguravanje kadrovskih, materijalnih i tehničkih uvjeta kojima će se omogućiti sudjelovanje svakog učenika u sustavu koji poštuje individualne razlike i potrebe svakog učenika (Karamatić Brčić, 2011). Brojnim istraživanjima pokazalo se kako su stavovi učitelja jedna od ključnih varijabli za uspješnu inkluziju (Ivančić, 2012). Istraživanja stavova učitelja prema inkluziji učenika s teškoćama daju različite rezultate. Iako učitelji globalno imaju pozitivne stavove prema inkluziji djece s teškoćama u redovne škole (Ivančić, 2012), postoje i istraživanja koja daju suprotne rezultate. Cilj ovog istraživanja bio je dobiti uvid u stavove učitelja škole s područja Bjelovarsko-bilogorske županije prema djeci s teškoćama i njihovoj inkluziji. Učitelji su također procjenjivali kvalitetu inkluzije škole. U istraživanju su korišteni slijedeći mjerni instrumenti: Anketni upitnik o općim obilježjima ispitanika, semantički diferencijal za mjerenje stavova prema djeci s teškoćama, skala od osam čestica u formi tvrdnji kojima se ispituju stavovi prema inkluziji, skala od petnaest čestica u formi tvrdnji kojima se procjenjivala kvaliteta inkluzije škole te sedam otvorenih pitanja i pitanja s višestrukim odgovorima vezanih uz samu školu. Rezultati pokazuju kako učitelji škole s područja Bjelovarsko-bilogorske županije iskazuju neujednačene stavove prema djeci s teškoćama, s tendencijom ka negativnijim stavovima. Također, iskazuju neutralne stavove, s tendencijom ka negativnijim stavovima prema inkluziji djece s teškoćama. Kvalitetu inkluzije procjenjuju neutralno, naginjući na stranu pozitivnije procjene. Kreirane su slijedeće smjernice za poboljšanje kvalitete inkluzije škole koje potencijalno mogu utjecati i na promjenu stavova učitelja: osiguravanje dodatnih edukacija za učitelje na području rada s učenicima s teškoćama, zapošljavanje stručnog suradnika edukacijskog rehabilitatora, osiguravanje kvalitetnije suradnje s lokalnim vlastima i dostupnim izvorima podrške, osiguravanje pomoćnika u nastavi svakom učeniku u potrebi te opremanje škole potrebnim didaktičkim materijalima i pomagalima.

Abstract (english)

The process of educational integration in the Republic of Croatia begins in 1980, which was further outpaced by the concept of inclusion in the 1990s (Kranjčec Mlinarić et al., 2016). Inclusion is a broader term that implies education for all, and emphasis is placed on providing staff, material and technical conditions that will enable each student to participate in a system that respects each student's individual differences and needs (Karamatić Brčić, 2011). Numerous studies have shown that teachers' attitudes are one of the key variables for successful inclusion (Ivančić, 2012). Research into teachers' attitudes towards inclusion of students with disabilities has different results. Although teachers globally have positive attitudes towards the inclusion of children with disabilities in mainstream schools (Ivančić, 2012), there are also studies that produce opposite results. The aim of this research was to gain insight into the attitudes of schoolteachers from the Bjelovar-Bilogora County towards children with disabilities and their inclusion. Teachers also evaluated the quality of school inclusion. The following measuring instruments were used in the study: Questionnaire on the general characteristics of the respondents, a semantic differential for measuring attitudes towards children with disabilities, a scale of eight items in the form of statements examining attitudes towards inclusion, a scale of fifteen items in the form of statements assessing the quality of school inclusion, and seven open-ended questions and questions with multiple answers related to the school itself. The results show that schoolteachers from the Bjelovar-Bilogora County area have uneven attitudes towards children with disabilities, with a tendency towards more negative attitudes. They also show neutral attitudes, with a slightly higher tendency toward more negative attitudes towards the inclusion of children with disabilities. They evaluate the quality of inclusion in a neutral way, leaning toward more positive assessments. The following guidelines have been created to improve the quality of school inclusion, which can potentially influence the change of teachers' attitudes: providing additional training for teachers in the field of work with students with disabilities, hiring an expert in the field of educational rehabilitation, ensuring better cooperation with local authorities and available sources of support, ensuring teaching assistant to every student in need, and equipping the school with the necessary didactic materials and supplies.

• Keywords: inkluzija; kvaliteta inkluzije; djeca s teškoćama; stavovi; učitelji
• Keywords (english): inclusion; quality of inclusion; children with disabilities; attitudes; teachers
• Language: croatian
• URN:NBN: urn:nbn:hr:158:877558
• Study programme: Title: Graduate study of Educational Rehabilitation; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacijske rehabilitacije (magistar/magistra edukacijske rehabilitacije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2019-10-21 13:03:15