Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji
Professional and private experience with persons with special needs and attitudes of teachers of regular schools towards inclusion
Abstract
U ovom radu tragamo za činiocima koji učestvuju u formiranju stavova nastavnika osnovnih škola prema inkluziji dece koja, zbog neke senzorne, telesne, mentalne smetnje ili socijalne depriviranosti, imaju potrebe za dodatnom podrškom u razvoju i učenju. Dosadašnja istraživanja stavova prema inkluzivnom obrazovanju dece s posebnim potrebama pokazuju da nastavnici redovnih škola 'oklevaju' s prihvatanjem dece s posebnim potrebama navodeći kao razlog to što se ne osećaju dovoljno kompetentnim da s njima rade. Međutim, iz projekata za uključivanje ove dece u kojima se nastavnici edukuju i koji predviđaju podršku stručnog tima škole, uočava se porast u spremnosti nastavnika da rade s tom decom. Realizovano je istraživanje kojim pokušavamo da utvrdimo da li iskustvo nastavnika - privatno ili profesionalno - sa osobama s teškoćama razlikuje ispitanike koji imaju povoljnije stavove prema inkluzivnom obrazovanju ove dece od onih sa manje povoljnim stavovima. Uzorak čini 105 nastavnika iz pet red...ovnih osnovnih škola na teritoriji Beograda, od kojih 44,2% izjavljuje da ima profesionalno iskustvo u radu sa učenicima s posebnim potrebama, dok privatno iskustvo sa osobama sa smetnjama u razvoju ima 40% ispitanika. Rezultati (ANOVA) pokazuju da profesionalno iskustvo u radu s decom s posebnim potrebama ne utiče značajno na formiranje i menjanje stavova nastavnika redovnih škola prema inkluzivnom obrazovanju. S druge strane, privatno iskustvo sa osobama sa smetnjama u razvoju značajno utiče kako na stav prema inkluziji u celini tako i na sve njegove komponente (kognitivnu, konativnu, osećanje kompetentnosti). Na osnovu dobijenih rezultata diskutuju se implikacije na razvoj kurikuluma za obrazovanje nastavnika za rad s decom s teškoćama u razvoju. .
In this paper, we seek for the factors of formation of attitudes of primary school teachers towards inclusion of children who due to some sensory, bodily, mental disability or social deprivation have the need for additional support in development and learning. Research on attitudes towards inclusive education of children with special needs so far indicates that teachers of regular schools 'hesitate' in accepting children with special needs, stating as a reason the fact that they do not feel competent enough to work with them. However, the increase in teacher readiness to work with these children can be seen from the projects for the inclusion of these children that educate the teachers and envisage the support of the school expert team. This study was conducted with the aim of determining whether teacher's experience - either private or professional - with persons with disabilities distinguishes the respondents who exhibit more favourable attitudes towards inclusive education of these ...children from those with less favourable attitudes. The sample consisted of 105 teachers from five regular primary schools at the territory of Belgrade, 44.2% of whom declared that they had professional experience in working with students with special needs, while 40% of respondents had private experience with persons with developmental disabilities. The results (ANOVA) indicate that professional experience with working with children with special needs does not significantly affect the formation and changing of attitudes of teachers of regular schools towards inclusive education. On the other hand, private experience with persons with developmental disabilities has a significant influence both on the attitude towards inclusion as a whole and towards all its components (cognitive, conative, the feeling of competence). Based on the obtained results, implications for the development of the curriculum for educating teachers for working with children with developmental disabilities are discussed. .
Keywords:
stavovi nastavnika / privatno i profesionalno iskustvo / inkluzija / deca s posebnim potrebama / teacher attitudes / private and professional experience / inclusion / children with special needsSource:
Psihološka istraživanja, 2010, 13, 1, 91-106Publisher:
- Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
Funding / projects:
Institution/Community
Psihologija / PsychologyTY - JOUR AU - Rajović, Vera AU - Jovanović, Olja PY - 2010 UR - http://reff.f.bg.ac.rs/handle/123456789/1083 AB - U ovom radu tragamo za činiocima koji učestvuju u formiranju stavova nastavnika osnovnih škola prema inkluziji dece koja, zbog neke senzorne, telesne, mentalne smetnje ili socijalne depriviranosti, imaju potrebe za dodatnom podrškom u razvoju i učenju. Dosadašnja istraživanja stavova prema inkluzivnom obrazovanju dece s posebnim potrebama pokazuju da nastavnici redovnih škola 'oklevaju' s prihvatanjem dece s posebnim potrebama navodeći kao razlog to što se ne osećaju dovoljno kompetentnim da s njima rade. Međutim, iz projekata za uključivanje ove dece u kojima se nastavnici edukuju i koji predviđaju podršku stručnog tima škole, uočava se porast u spremnosti nastavnika da rade s tom decom. Realizovano je istraživanje kojim pokušavamo da utvrdimo da li iskustvo nastavnika - privatno ili profesionalno - sa osobama s teškoćama razlikuje ispitanike koji imaju povoljnije stavove prema inkluzivnom obrazovanju ove dece od onih sa manje povoljnim stavovima. Uzorak čini 105 nastavnika iz pet redovnih osnovnih škola na teritoriji Beograda, od kojih 44,2% izjavljuje da ima profesionalno iskustvo u radu sa učenicima s posebnim potrebama, dok privatno iskustvo sa osobama sa smetnjama u razvoju ima 40% ispitanika. Rezultati (ANOVA) pokazuju da profesionalno iskustvo u radu s decom s posebnim potrebama ne utiče značajno na formiranje i menjanje stavova nastavnika redovnih škola prema inkluzivnom obrazovanju. S druge strane, privatno iskustvo sa osobama sa smetnjama u razvoju značajno utiče kako na stav prema inkluziji u celini tako i na sve njegove komponente (kognitivnu, konativnu, osećanje kompetentnosti). Na osnovu dobijenih rezultata diskutuju se implikacije na razvoj kurikuluma za obrazovanje nastavnika za rad s decom s teškoćama u razvoju. . AB - In this paper, we seek for the factors of formation of attitudes of primary school teachers towards inclusion of children who due to some sensory, bodily, mental disability or social deprivation have the need for additional support in development and learning. Research on attitudes towards inclusive education of children with special needs so far indicates that teachers of regular schools 'hesitate' in accepting children with special needs, stating as a reason the fact that they do not feel competent enough to work with them. However, the increase in teacher readiness to work with these children can be seen from the projects for the inclusion of these children that educate the teachers and envisage the support of the school expert team. This study was conducted with the aim of determining whether teacher's experience - either private or professional - with persons with disabilities distinguishes the respondents who exhibit more favourable attitudes towards inclusive education of these children from those with less favourable attitudes. The sample consisted of 105 teachers from five regular primary schools at the territory of Belgrade, 44.2% of whom declared that they had professional experience in working with students with special needs, while 40% of respondents had private experience with persons with developmental disabilities. The results (ANOVA) indicate that professional experience with working with children with special needs does not significantly affect the formation and changing of attitudes of teachers of regular schools towards inclusive education. On the other hand, private experience with persons with developmental disabilities has a significant influence both on the attitude towards inclusion as a whole and towards all its components (cognitive, conative, the feeling of competence). Based on the obtained results, implications for the development of the curriculum for educating teachers for working with children with developmental disabilities are discussed. . PB - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd T2 - Psihološka istraživanja T1 - Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji T1 - Professional and private experience with persons with special needs and attitudes of teachers of regular schools towards inclusion EP - 106 IS - 1 SP - 91 VL - 13 DO - 10.5937/PsIstra1001091R ER -
@article{ author = "Rajović, Vera and Jovanović, Olja", year = "2010", abstract = "U ovom radu tragamo za činiocima koji učestvuju u formiranju stavova nastavnika osnovnih škola prema inkluziji dece koja, zbog neke senzorne, telesne, mentalne smetnje ili socijalne depriviranosti, imaju potrebe za dodatnom podrškom u razvoju i učenju. Dosadašnja istraživanja stavova prema inkluzivnom obrazovanju dece s posebnim potrebama pokazuju da nastavnici redovnih škola 'oklevaju' s prihvatanjem dece s posebnim potrebama navodeći kao razlog to što se ne osećaju dovoljno kompetentnim da s njima rade. Međutim, iz projekata za uključivanje ove dece u kojima se nastavnici edukuju i koji predviđaju podršku stručnog tima škole, uočava se porast u spremnosti nastavnika da rade s tom decom. Realizovano je istraživanje kojim pokušavamo da utvrdimo da li iskustvo nastavnika - privatno ili profesionalno - sa osobama s teškoćama razlikuje ispitanike koji imaju povoljnije stavove prema inkluzivnom obrazovanju ove dece od onih sa manje povoljnim stavovima. Uzorak čini 105 nastavnika iz pet redovnih osnovnih škola na teritoriji Beograda, od kojih 44,2% izjavljuje da ima profesionalno iskustvo u radu sa učenicima s posebnim potrebama, dok privatno iskustvo sa osobama sa smetnjama u razvoju ima 40% ispitanika. Rezultati (ANOVA) pokazuju da profesionalno iskustvo u radu s decom s posebnim potrebama ne utiče značajno na formiranje i menjanje stavova nastavnika redovnih škola prema inkluzivnom obrazovanju. S druge strane, privatno iskustvo sa osobama sa smetnjama u razvoju značajno utiče kako na stav prema inkluziji u celini tako i na sve njegove komponente (kognitivnu, konativnu, osećanje kompetentnosti). Na osnovu dobijenih rezultata diskutuju se implikacije na razvoj kurikuluma za obrazovanje nastavnika za rad s decom s teškoćama u razvoju. ., In this paper, we seek for the factors of formation of attitudes of primary school teachers towards inclusion of children who due to some sensory, bodily, mental disability or social deprivation have the need for additional support in development and learning. Research on attitudes towards inclusive education of children with special needs so far indicates that teachers of regular schools 'hesitate' in accepting children with special needs, stating as a reason the fact that they do not feel competent enough to work with them. However, the increase in teacher readiness to work with these children can be seen from the projects for the inclusion of these children that educate the teachers and envisage the support of the school expert team. This study was conducted with the aim of determining whether teacher's experience - either private or professional - with persons with disabilities distinguishes the respondents who exhibit more favourable attitudes towards inclusive education of these children from those with less favourable attitudes. The sample consisted of 105 teachers from five regular primary schools at the territory of Belgrade, 44.2% of whom declared that they had professional experience in working with students with special needs, while 40% of respondents had private experience with persons with developmental disabilities. The results (ANOVA) indicate that professional experience with working with children with special needs does not significantly affect the formation and changing of attitudes of teachers of regular schools towards inclusive education. On the other hand, private experience with persons with developmental disabilities has a significant influence both on the attitude towards inclusion as a whole and towards all its components (cognitive, conative, the feeling of competence). Based on the obtained results, implications for the development of the curriculum for educating teachers for working with children with developmental disabilities are discussed. .", publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd", journal = "Psihološka istraživanja", title = "Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji, Professional and private experience with persons with special needs and attitudes of teachers of regular schools towards inclusion", pages = "106-91", number = "1", volume = "13", doi = "10.5937/PsIstra1001091R" }
Rajović, V.,& Jovanović, O.. (2010). Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji. in Psihološka istraživanja Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 13(1), 91-106. https://doi.org/10.5937/PsIstra1001091R
Rajović V, Jovanović O. Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji. in Psihološka istraživanja. 2010;13(1):91-106. doi:10.5937/PsIstra1001091R .
Rajović, Vera, Jovanović, Olja, "Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji" in Psihološka istraživanja, 13, no. 1 (2010):91-106, https://doi.org/10.5937/PsIstra1001091R . .