Title Inkluzivno obrazovanje djece s razvojnim teškoćama u Dubrovačko-neretvanskoj županiji Title (english) Inclusive education of children with developmental disabilities in Dubrovnik-Neretva county Author Monika Butigan Mentor Zora Zuckerman (mentor)Committee member Zora Zuckerman (predsjednik povjerenstva)Committee member Matilda Karamatić Brčić (član povjerenstva)Committee member Marija Buterin (član povjerenstva) Granter University of Zadar Defense date and country 2017-09-25, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Ovaj diplomski rad govori o provođenju obrazovane inkluzije djece s teškoćama u osnovnim školama sa stajališta njihovih nastavnika i roditelja. Inkluzija je relativno nov koncept koji radi na uklanjanju diskriminacije među učenicima. U prvom dijelu rada definiran je pojam inkluzije, obrazovne inkluzije te principi i metode inkluzivnog obrazovanja, razlika između pojmova inkluzije i integracije te zakonska regulativa. Nadalje, istaknute su prednosti i ograničenja inkluzivnog obrazovanja te specifičnosti učenika s teškoćama, a objašnjava se uloga nastavnika, roditelja i pedagoga. Cilj ovog istraživanje je ispitati i kritički analizirati učinkovitost inkluzivnog odgoja i obrazovanja sa stajališta stavova nastavnika i učitelja osnovnih škola o inkluziji, o pripremi škole na inkluziju te sa stajališta kompetencija nastavnika i učitelja za provedbu inkluzivnog obrazovanja. Nadalje, ovim istraživanjem žele se ispitati i utvrditi stavovi roditelja djece s teškoćama u razvoju o inkluziji. Istraživanje je provedeno na uzorku od 154 nastavnika i 53 roditelja koji su ispunjavali anketne upitnike. Dobivenim rezultatima utvrđeno je da nastavnici osnovnih škola Dubrovačko-neretvanske županije izražavaju nesigurnost prema inkluziji djece s teškoćama u redovnu školu te prema profesionalnim kompetencijama za rad s djecom s teškoćama. Rezultati pokazuju da ne postoji statistički značajna razlika između stavova nastavnika prema inkluziji, pripremi škole na inkluziju i prema profesionalnim kompetencijama s obzirom na radno iskustvo. Roditelji su nesigurni što se tiče informiranosti o školovanju djece s teškoćama u razvoju i njihovim pravima. Roditelji izražavaju nesigurnost što se tiče pripreme škole na inkluziju, a izražavaju pozitivan stav prema prilagodbi djeteta s teškoćama na školu te prema suradnji sa školom. Smatramo da je učinkovitost inkluzivnog odgoja i obrazovanja u školama na području Dubrovačko-neretvanske županije, sa stajališta nastavnika, upitna budući da nastavnici iskazuju nesiguran stav i sa stajališta pripreme škole na inkluziju i sa stajališta profesionalnih kompetencija i što se tiče suradnje s roditeljima.
Abstract (english) This thesis describes the implementation of inclusive education of children with developmental disabilities in primary schools from the point of view of their teachers and parents. The concept of inclusion is a relatively new concept, developed in order to remove any form of discrimination among pupils. The first part of the paper is about defining the concept of inclusion and inclusive education as well as its principles and methods. It also focuses on the difference between the terms of integration and inclusion, and describes the legislation. Moreover, the paper points out the advantages and problems of inclusive education and special features of children with developmental disabilities as well as the role of teacher, parent and pedagogue. The aim of this paper is to examine and analyze the efficiency of inclusive education by determining teachers´ attitudes towards the inclusion, preparing school for inclusion and their professional competences. Furthermore, it also deals with parents´ attitudes towards inclusive education. In this paper, a questionnaire method is used on the sample of 154 teachers in primary schools and 53 parents of children with disabilities. The results of this research have shown that teachers in primary schools in Dubrovnik-Neretva County express uncertainty both towards the inclusion of children with disabilities inregular school programme and professional competences for work with children with disabilities. According to results, there is no statistically significant difference between teachers' attitudes towards the inclusion, preparing school for inclusion and professional competences considering their work experience. As far as parents are concerned, they are uncertain about the information they have about inclusive education of their children and their legal rights. They express uncertainty as far as preparing school for inclusion is concerned, but they have positive attitudes towards the adaptation of their child to school and collaboration with school. It is considered that the efficiency of inclusive education in primary schools in Dubrovnik-Neretva County, as far as teachers are concerned, is questionable due to their uncertain attitudes towards preparing school for inclusion, professional competence and collaboration with parents.
Keywords
inkluzija
inkluzivno obrazovanje
učenici s razvojnim teškoćama
nastavnik
roditelj
Keywords (english)
inclusion
inclusive education
children with developmental disabilities
teacher
parent
Language croatian URN:NBN urn:nbn:hr:162:954538 Study programme Title: Pedagogy Type of resource Text File origin Born digital Access conditions Access restricted to students and staff of home institution Terms of use Created on 2018-11-02 10:51:13
