Title Odgojno-obrazovna inkluzija učenika osnovnoškolske dobi s problemima u ponašanju Author Katarina Grubišić 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 Defense date and country 2021-09-08, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Ljudsko ponašanje tema je koja se proučava od samih početaka razvoja psihologije, pedagogije, filozofije i mnogih interdisciplinarnih znanosti, a zahvaljujući njezinoj iznimnoj kompleksnosti, aktualna je i danas. Unatoč dugogodišnjim istraživanjima i analizama, i dalje postoje pojedinci (napose učitelji) koji rade s djecom i mladima, a vjeruju da je kažnjavanje mladih koji manifestiraju neprihvatljiva ponašanja dugoročno učinkovito. Upravo zbog nesvjesnosti štete koju čine nastala je potreba za analizom obilježja i etiologije problema u ponašanju te utjecaja okoline na djecu i mlade koji ih manifestiraju. Problemi u ponašanju obuhvaćaju široku lepezu problema, a dijele se na rizična ponašanja, tekoće u ponašanju i poremećaje u ponašanju. Djeca s ovom vrstom teškoće imaju problema u socio-emocionalnom i intelektualnom funkcioniranju te im je pomoć okoline (roditelja, učitelja i drugih odgojno-obrazovnih djelatnika, vršnjaka) neophodna. Prva stepenica ka adekvatnoj pomoći zasigurno je razumijevanje. Kada razumijemo uzroke određenih ponašanja, u stanju smo djelovati učinkovito. U tu svrhu, ovo je istraživanje provedeno na uzorku od 73 učiteljice i 3 učitelja razredne i predmetne nastave (N = 76) na području Republike Hrvatske. Cilj provedenog istraživanja bio je istražiti u kolikoj mjeri hrvatski učitelji smatraju da se u našim osnovnim školama provodi odgojno-obrazovna inkluzija učenika, s naglaskom na inkluziju učenika s problemima u ponašanju. Rezultati su pokazali da učitelji, unatoč stvaranju poticajne i podržavajuće klime i izradi individualiziranih kurikuluma, ipak nisu dovoljno osviješteni o važnosti i prednostima inkluzivnog odgoja i obrazovanja. Manje od dvije trećine ispitanih učitelja smatra da bi učenici s problemima u ponašanju trebali polaziti redovite odgojno-obrazovne ustanove. Razlog tomu je i nedovoljna educiranost o samoj odgojno-obrazovnoj inkluziji zahvaljujući čemu nisu usvojili potrebne vještine za rad s učenicima s teškoćama. Škole u kojima su zaposleni nisu u dovoljnoj mjeri usmjerene na cjeloživotno obrazovanje učitelja što svakako doprinosi izostanku motivacije za učenjem i usavršavanjem kada je rad s učenicima s teškoćama u pitanju.
Abstract (english) Human behavior is a topic that has been studied from the very beginning of the development of psychology, pedagogy, philosophy and many interdisciplinary sciences, and thanks to its exceptional complexity, it is still relevant today. Despite years of research and analysis, there are still individuals (especially teachers) who work with children and youth, and who believe that punishing young people who manifest unacceptable behaviors is effective in the long run. Precisely because of the unawareness of the damage they cause, there is a need to analyze the characteristics and etiology of behavioral problems and the impact of the environment on children and young people who manifest them. Behavioral problems encompass a wide range of problems and are divided into risky behaviors, fluid behaviors, and behavioral disorders. Children with this type of difficulty have problems in socio-emotional and intellectual functioning so help from the environment (parents, teachers and other educators, peers) is a necessity for them. The first step to adequate help is certainly understanding. When we understand the causes of certain behaviors, we are able to act effectively. For that purpose, this research was conducted on a sample of 73 female and 3 male elementary school teachers (N = 76) in the Republic of Croatia. The aim of the research was to investigate the extent to which Croatian teachers believe that educational inclusion of students is implemented in our primary schools, with an emphasis on the inclusion of students with behavioral problems. The results showed that teachers, despite creating a stimulating and supportive climate and developing individualized curricula, are still not sufficiently aware of the importance and benefits of inclusive education. Less than two-thirds of the surveyed teachers believe that students with behavioral problems should attend regular educational institutions. The reason for this is the lack of education about the educational inclusion, thanks to which they did not acquire the necessary skills to work with students with disabilities. The schools in which they are employed are not sufficiently focused on the lifelong education of teachers, which certainly contributes to the lack of motivation for learning and improvement when it comes to the working with students with disabilities.
Keywords
inkluzivni odgoj i obrazovanje
podržavajuća okolina
problemi u ponašanju
učenici s teškoćama
učitelji
Keywords (english)
inclusive education
supportive environment
bihevioral problems
students with disabilities
teachers
Language croatian URN:NBN urn:nbn:hr:147:182324 Study programme Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-07-12 09:18:40
