Title Samoprocjena kvalitete života i očekivanja od budućnosti mladih s teškoćama u razvoju Title (english) Selfperceived quality of life and future's expectations of youth with disabilities Author Lejla Osmančević Katkić Mentor Rea Fulgosi-Masnjak (mentor)Mentor Daniela Bratković (komentor)Committee member Zrinjka Stančić (predsjednik povjerenstva)Committee member Snježana Sekušak Galešev (član povjerenstva)Committee member Tomislav Benjak (član povjerenstva)Granter University of Zagreb Defense date and country 2018-12-17, Croatia Scientific / art field, SOCIAL SCIENCES Universal decimal classificationUDC ) 376 - Education, teaching, training of special groups of persons. Special schools Abstract Kvaliteta života je kompleksni konstrukt koji uključuje višedimenzionalni pristup u istraživanju
kroz procjenu i subjektivnih i objektivnih faktora te u suvremenom društvu ponovno jače dolazi
u fokus ne samo od strane istraživačke zajednice, nego i u okviru kreiranja i implementacije
javnih politika koje se usmjeravaju na kreiranje konkurentnih gradova, promoviranja održivog
razvoja te unapređenja kvalitete života građana (Marans, Stimson, 2011, prema Mohit, 2013).
Mladi u tranzicijskom periodu intenzivno promišljaju o svojem sutra, postavljaju buduće ciljeve
i očekivanja te se u literaturi navodi da su očekivanja od budućnosti mladih u korelaciji s
njihovom kvalitetom života (Erylmaz, 2011, prema Beal i sur. 2016). Mladi s teškoćama u
razvoju mogu imati viša očekivanja od budućnosti koja mogu biti realistična i nerealistična dok
neki mogu biti vrlo neodlučni pa se često govori o visokoj individualiziranosti u prirodi
iskustava i pogleda mladih s teškoćama (Lewis i sur., 2007).
U ovom istraživanju percepcije kvalitete života i očekivanja od budućnosti mladih s teškoćama
u razvoju i mladih bez teškoća u razvoju te percepcije razrednika prema njihovoj budućnosti
korišteni su sljedeći mjerni instrumenti: Upitnik kvalitete života za osobe s intelektualnim
teškoćama (Cummins, 1997), Indeks osobne kvalitete života za osobe s intelektualnim
teškoćama (Cummins, Lau, 2005), upitnik Očekivanja od budućnosti (Ajduković, Kulenović,
1993, prema Urbanc, 1999) i upitnik Kako ja procjenjujem svoju budućnost (Urbanc, 1999).
Uzorak istraživanja čini 218 mladih u završnim razredima srednjoškolskog obrazovanja te 218
razrednika mladih. Mladi su prema obliku školovanja i vrsti obrazovnog programa podijeljeni
u tri podskupine: mladi s teškoćama u razvoju koji se prema posebnom obrazovnom programu
školuju u posebnim uvjetima, mladi s teškoćama u razvoju koji se prema posebnom
obrazovnom programu školuju u redovitim uvjetima te mladi bez teškoća u razvoju koji se
prema redovitom obrazovnom programu školuju u redovitim uvjetima. Dobiveni rezultati su
statistički obrađeni tehnikama inferencijalne statistike kao i multivarijantnim tehnikama te
pokazuju da su pojedine objektivne komponente percipirane kvalitete života (sigurnost, emocije
i zdravlje; društvena uključenost, materijalno blagostanje i produktivnost) statistički značajno
različite kod mladih s teškoćama u razvoju i mladih bez teškoća u razvoju. Svi mladi imaju više
procjene subjektivne kvalitete života. Mladi iz redovite škole bez teškoća u razvoju imaju
značajno niža očekivanja te manji strah od budućnosti u odnosu na mlade iz redovite škole s
teškoćama u razvoju. Utvrđene su statistički značajne razlike u očekivanju od budućnosti
mladih i njihovih razrednika dok razrednici mladih s teškoćama u razvoju iz redovite škole od
njihove budućnosti očekuju značajno više nego razrednici mladih iz posebne škole. Također su
značajno povezane pojedine komponente percipirane kvalitete života s očekivanjem od
budućnosti kod mladih s teškoćama u razvoju kao i kod mladih bez teškoća u razvoju. Dobiveni
rezultati daju jasniji uvid u osobne procjene mladih s teškoćama i mladih bez teškoća u razvoju
u svezi kvalitete njihovog života i očekivanja od budućnosti kao i procjenu njihovih razrednika
te ukazuju na potrebu sustavnijeg i kontinuiranog praćenja mladih u tranzicijskom periodu
prijelaza u svijet odraslih s naglaskom na mlade s teškoćama u razvoju kako bi se unaprijedila
nacionalna politika prema mladima s teškoćama u razvoju te pružila primjerena podrška od
strane sustava u koje su mladi uključeni.
Abstract (english) The quality of life is a complexed construct that requires a multidimensional research
approach including the assessment both subjective and objective factors. In the modern day it
is put back in the focus not only by the research community but also by the policy makers trying
to implement policies directed to urban planning, sustainable development and the
enhancement of the quality of life of the people (Marans, Stimson, 2011, in Mohit, 2013).
Youth, while being in the transition period are intensively thinking about the future, and are
setting future goals and expectations. Previous literature suggests that future expectations in the
youth is positively correlated with the quality of their life (Erylmaz, 2011, in Beal et al., 2016).
Youth with disabilities can either have high expectations from the future that may or may not
be realistic or they may be unsure of the future. Therefore, expectations from the future in youth
with disabilities are often described as highly individualistic in their nature (Lewis et al., 2007).
In this research on the quality of life perception and expectations from the future in youth with
and without disabilities and their homeroom teachers perception of their future, the following
assessment tools were used: Comprehensive Quality of Life Scale Intellectual/Cognitive
Disability (Cummins, 1997), Personal Wellbeing Index-Intellectual disability (Cummins, Lau,
2005), Future’s Expectation (Ajduković, Kulenović, 1993, in Urbanc, 1999) and How Do I
Evaluate My Own Future (Urbanc, 1999).
The sample consisted of 218 young people attending final high school classes and 218
teachers. According to the type of education and the educational program the students were
receiving, the sample was grouped into three groups: youth with disabilities receiving special
education program in special schools, youth with disabilities receiving special education
program in regular schools, and youth without any disabilities attending regular
schools. Results, analyzed using inferential statistics and multivariate techniques show that
certain objective components of self perceived quality of life (safety, emotions and health,
community, material well-being and productivity) significantly differ in youth with and without
disabilities. All young people have higher self perceived subjective quality of life. Youth
without disabilities who attend regular schools had significantly lower future’s expectations
and were less afraid of the future in comparison to their peers with disabilities in regular
schools. Significant difference was also found between youth and their homeroom teachers
while homeroom teachers who teach youth with disabilities from regular schools have
significantly higher expectations from the future for their students in comparison to their
colleagues from special schools. The significant associations were reported between specific
components of self-perceived quality of life and future’s expectations in youth with and without
disabilities.
These results give additional clarification to the knowledge of self-perception of the quality of
life and expectations from the future in youth with and without disabilities and their homeroom
teachers future’s expectations for them. These findings point to the need for systematic and
continuous monitoring of the youth in the period of their transition to the adulthood with a
special emphasis on youth with disabilities in order to create more advanced national policies
for them and give adequate support at the system level.
Keywords
kvaliteta života
očekivanja od budućnosti
mladi s teškoćama u razvoju
očekivanja razrednika
Keywords (english)
quality of life
future expectations
youth with disabilities
homeroom teacher expectations
Language croatian URN:NBN urn:nbn:hr:158:281192 Study programme Title: Postgraduate doctoral study "Prevention Science and Disability Study": Type of resource Text Extent 177 str. ; 30 cm + 1 CD-ROM File origin Born digital Access conditions Open access Terms of use Created on 2019-01-25 12:46:47
