Uloga učitelja u uključivanju učenika s poremećajima iz spektra autizma u redovitu osnovnu školu

master's thesis

• Title (english): The role of teachers in including students with autism spectrum disorders in a regular primary school
• Author: Lea Jurjec
• Mentor: Jasna Kudek Mirošević (mentor)
• Committee member: Irena Klasnić (predsjednik povjerenstva)
• Committee member: Marina Đuranović (član povjerenstva)
• Committee member: Jasna Kudek Mirošević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-08, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Poremećaj iz spektra autizma (PSA) je cjeloživotni neurorazvojni poremećaj. Prožima više razvojnih područja, koja uključuju teškoće u komunikaciji i socijalnoj interakciji i ograničene, ponavljajuće oblike ponašanja. Prevalencija PSA posljednjih je godina sve viša, a time i inkluzija učenika s tim poremećajem u redovite osnovne škole. Učiteljska uloga prilikom inkluzije učenika s PSA je informiranje o PSA, suradnja s ostalim sudionicima odgojno-obrazovnog procesa i planiranje i izvođenje individualizirane nastave. Cilj istraživanja bila je ispitati mišljenja i iskustva osnovnoškolskih učitelja redovitih škola o ulozi učitelja u uključivanju učenika s PSA u redovitu osnovnu školu. U istraživanju su sudjelovala 152 učitelja razredne i predmetne nastave redovitih osnovnih škola Republike Hrvatske, koji su unutar svoga radnoga staža imali iskustva s učenicima s PSA. Rezultati su se prikupljali putem online anketnog upitnika tijekom ožujka i travnja 2021. godine te su izračunati i prikazani deskriptivnom statističkom metodom. Prema mišljenju učitelja koji su sudjelovali u ovome istraživanju, najveću ulogu u uključivanju učenika s PSA u redovitu osnovnu školu imaju roditelji/skrbnici učenika s PSA, a najmanju ulogu imaju ostali učenici u razrednome odjelu. Učitelji smatraju da oni imaju veliku ulogu. Najčešće se o PSA informiraju proučavanjem postojeće dokumentacije o učeniku s PSA, a najrjeđe sudjelovanjem u stručnim usavršavanjima. Učitelji najčešće prepoznaju karakteristike učenika s PSA, a najrjeđe njihove jake strane. Najčešće surađuju sa pomoćnicima u nastavi, a najrjeđe sa školskim liječnikom. Kad je u pitanju izvedba individualizirane nastave, učitelji najčešće prate postignuća, uratke i odgojno-obrazovne potrebe učenika, a najrjeđe smještaju učenika dalje od predmeta koji bi im mogli odvući koncentraciju, prilagođavaju uvjete u učionici njihovim potrebama i prilagođavaju im raspored namještaja u učionici.

Abstract (english)

Autism spectrum disorder (ASD) is a lifelong neurodevelopmental disorder. It permeates multiple developmental areas, including social communication challenges and restricted, repetitive behaviors. The prevalence of ASD has increased during the last few years and so has the inclusion of the students with this disorder in regular primary schools. The teacher's role in inclusion of the students with ASD is informing themselves about ASD, collaborating with the rest of the stakeholders and planning and carrying out individualized lessons. The aim of the research was to question the attitudes and experiences of the primary school teachers from general primary schools about the inclusion of the students with ASD in a regular primary school. There were 152 lower and higher grade teachers of regular primary schools in the Republic of Croatia, which had an experience with students with ASD during their length of service, participating in this research. The results were collected through an online survey questionnaire throughout March and April of 2021 and were calculated and presented via descriptive statistics. According to the teachers' opinions who participated in this research, the parents/guardians of the student with ASD have the biggest role in including the students with ASD in regular primary schools while his classmates have the smallest role. The teachers think they have a major role. Most frequently, they inform themselves about ASD by examining the existant documentation of the student with ASD whereas, least frequently, by participating in professional training. The teachers most frequently identify the characteristics of the students with ASD and least frequently their strenghts. Most frequently, they collaborate with teaching assistants and least frequently with school doctors. When carrying out individualized lessons comes into question, the teachers most frequently observe the student's achievements, work and educational needs whereas, least frequently they place the students further from the object which might deconcentrate them, adapt the classroom conditions to their needs and adapt the sitting schedule in the classroom to them.

• Keywords: odgojno-obrazovna inkluzija; poremećaj iz spektra autizma (PAS); redovita osnovna škola; uloga učitelja
• Keywords (english): educational inclusion; autism spectrum disorder (ASD); general primary school; teacher's role
• Language: croatian
• URN:NBN: urn:nbn:hr:147:578130
• Study programme: Title: Integrated undergraduated university study with english language and german language; specializations in: English language, Deutsche sprache; Course: English language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-07-12 09:05:12