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master's thesis
STAVOVI STUDENATA NASTAVNIČKIH STUDIJA O INKLUZIJI DJECE S POSEBNIM POTREBAMA
Split: University of Split, Faculty of Humanities and Social Sciences, University of Split, 2016. urn:nbn:hr:172:203068
Babić, Marilena
University of Split
Faculty of Humanities and Social Sciences
Department of Pedagogy

Institutional repository: Repository of Faculty of humanities and social sciences

Cite this document

Babić, M. (2016). STAVOVI STUDENATA NASTAVNIČKIH STUDIJA O INKLUZIJI DJECE S POSEBNIM POTREBAMA (Master's thesis). Split: University of Split, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:172:203068

Babić, Marilena. "STAVOVI STUDENATA NASTAVNIČKIH STUDIJA O INKLUZIJI DJECE S POSEBNIM POTREBAMA." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, 2016. https://urn.nsk.hr/urn:nbn:hr:172:203068

Babić, Marilena. "STAVOVI STUDENATA NASTAVNIČKIH STUDIJA O INKLUZIJI DJECE S POSEBNIM POTREBAMA." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, 2016. https://urn.nsk.hr/urn:nbn:hr:172:203068

Babić, M. (2016). 'STAVOVI STUDENATA NASTAVNIČKIH STUDIJA O INKLUZIJI DJECE S POSEBNIM POTREBAMA', Master's thesis, University of Split, Faculty of Humanities and Social Sciences, accessed 27 November 2024, https://urn.nsk.hr/urn:nbn:hr:172:203068

Babić M. STAVOVI STUDENATA NASTAVNIČKIH STUDIJA O INKLUZIJI DJECE S POSEBNIM POTREBAMA [Master's thesis]. Split: University of Split, Faculty of Humanities and Social Sciences; 2016 [cited 2024 November 27] Available at: https://urn.nsk.hr/urn:nbn:hr:172:203068

M. Babić, "STAVOVI STUDENATA NASTAVNIČKIH STUDIJA O INKLUZIJI DJECE S POSEBNIM POTREBAMA", Master's thesis, University of Split, Faculty of Humanities and Social Sciences, Split, 2016. Available at: https://urn.nsk.hr/urn:nbn:hr:172:203068

Metadata
TitleSTAVOVI STUDENATA NASTAVNIČKIH STUDIJA O INKLUZIJI DJECE S POSEBNIM POTREBAMA
Title (english)STUDENT TEACHERS´ ATTITUDES TOWARDS THE INCLUSION OF CHILDREN WITH SPECIAL NEEDS
AuthorMarilena Babić
MentorIvana Batarelo Kokić (mentor)
Committee memberTonća Jukić (predsjednik povjerenstva)
Committee memberAnita Mandarić Vukušić (član povjerenstva)
Committee memberIvana Batarelo Kokić (član povjerenstva)
GranterUniversity of Split
Faculty of Humanities and Social Sciences
(Department of Pedagogy)
Split
Defense date and country2016-11-30, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Interdisciplinary Humanistic Studies
Abstract
Inkluzija djece s posebnim potrebama jedna je od temeljnih pretpostavki suvremenog odgoja i obrazovanja. Svakodnevni rad učitelja i nastavnika uključuje prilagodbu sadržaja, metoda i oblika rada prema sposobnostima učenika s posebnim potrebama. Kako bi u tome uspjeli, studenti nastavničkih studija trebali bi nakon studija posjedovati vještine i sposobnosti za rad djecom s posebnim odgojno-obrazovnim potrebama, što podrazumijeva da moraju imati i pozitivne stavove prema inkluziji takve djece. Ovim se istraživanjem u sklopu diplomskog rada želio ispitati utjecaj spola, dobi, razine studija i pohađanja kolegija o posebnim potrebama na samoprocjenu stavova studenata nastavničkih studija prema inkluziji učenika s posebnim potrebama. Istraživanje je pokazalo da se oni studenti koji su pohađali kolegij o posebnim potrebama osjećaju spremniji za rad s tim učenicima. Štoviše, oni studenti koji su pohađali kolegij o posebnim potrebama procijenili su se spremnijima na sudjelovanje i kompetentnijima za rad u socijalnoj inkluziji.
Abstract (english)
Social inclusion is one of the foundations of contemporary education. Everyday work of educators and teachers includes adaptation of content, methods and methodology of educational work towards the abilities of students with special educational needs. To do it, future teachers have to have skills and capabilities to work with children with special educational needs. Therefore, they have to have positive attitudes towards social inclusion. With this research we wanted to examine the influence of preservice teachers' gender, age, level of education and attendance of subject dealing with special needs toward the inclusion of students with special needs. The research showed that students who attended a subject dealing with special needs felt more ready to work with those students. Moreover, students who attended the subject were more ready to participate and more competent to work in social inclusion.
Keywords
Languagecroatian
URN:NBNurn:nbn:hr:172:203068
Study programmeTitle: /
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2017-05-19 10:06:59