Title Strategije podrške učitelja u poučavanju učenika s teškoćama u redovitim osnovnim školama Title (english) Strategic Support of Teachers in Teaching Students with Disabilities in Regular Primary Schools Author Iva Marjanović 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 2021-06-30, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Današnji odgojno-obrazovni sustav teži uključivanju učenika s teškoćama u redoviti sustav. Sukladno tome, učitelji današnjeg odgojno-obrazovnog sustava suočeni su s brojnim izazovima inkluzivne prakse koji zahtijevaju potrebitost konstantnog stručnog usavršavanja, a koje se odnosi na planiranje i realizaciju strategija podrške u poučavanju učenika s teškoćama koje će doprinijeti suvremenim smjerovima inkluzije, odnosno razvijenom sustavu odgoja i obrazovanja. Stoga, kako bi proveli uspješnu i kvalitetnu inkluziju te stvorili jedinstveni sustav odgoja i obrazovanja, učitelji koriste razne strategije podrške. Cilj ovog istraživanja je utvrditi učestalost primjene strategija podrške učitelja u nastavi s učenicima s teškoćama u redovitim osnovnim školama s područja Republike Hrvatske, odnosno usporediti razlikuju li se prilagodba sadržaja učenja, prilagodba metoda, sredstava i oblika rada, prilagodba zahtjeva i poticanje socijalnih odnosa kao četiri kategorije strategija po svojoj prosječnoj učestalosti primjene te utvrditi postoje li razlike u učestalosti njihova korištenja između učitelja različitog radnog staža te učitelja razredne nastave nasuprot učitelja predmetne nastave. U istraživanju je sudjelovalo 155 učitelja razredne i predmetne nastave redovitih osnovnih škola koji su tijekom svog staža imali iskustva u radu s učenicima s teškoćama. Za potrebe ovog istraživanja napravljen je upitnik strategija podrške modificiranih i podijeljenih u četiri kategorije prema planu podrške autorica Ivančić i Stančić (2006; prema Radetić-Paić, 2013). Rezultati istraživanja su pokazali kako postoji statistički značajna razlika u učestalosti primjene navedenih kategorija strategija podrške, ali je relativno mala. Učitelji sve navedene kategorije strategija podrške koriste često, samo neke češće nego druge. Rezultati su također pokazali kako ne postoji statistički značajna razlika korištenja kategorija strategija podrške između učitelja različitog radnog staža, dok se pokazala statistički značajna razlika između učitelja razredne i predmetne nastave samo u kategoriji prilagodbe metoda, sredstava i oblika rada. Provođenje istraživanja doprinosi razvoju kvalitetnijeg inkluzivnog odgoja i obrazovanja te uvid u istinsko provođenje inkluzije u praksi.
Abstract (english) Today’s educational system tends to include students with disabilities in the regular system. Accordingly, teachers of today’s educational system are encountered with numerous challenges of inclusive practice that require the necessity for constant professional development, which refers to the planning and implementation of strategic support in teaching students with disabilities that will contribute to modern directions of inclusion, namely to developed educational system. Therefore, in order to implement successful and quality inclusion and create a unique educational system, teachers use various support strategies. The aim of this research is to determine the frequency of usage of support strategies of teachers in teaching students with disabilities in regular primary schools in the Republic of Croatia, respectively to compare whether the adjustment of learning content, adjustment of methods, means and forms of work, adjustment of requirements and encouragement of social relations as four categories of strategies differ according to their average frequency of application and to determine whether there are differences in the frequency of their usage between teachers of different length of service and between primary class teachers versus primary subject teachers. The research involved 155 class and subject teachers of regular primary schools who had experience in working with students with disabilities during their internship. For the purposes of this research, a questionnaire of support strategies was modified and divided into four categories according to the support plan of the authors Ivančić and Stančić (2006; according to Radetić-Paić, 2013). The results of the research showed that there is a statistically significant difference in the frequency of application of the above mentioned categories of support strategies, but it is relatively small. Teachers use all the above categories of support strategies often, only some more often than others. The results also showed that there is no statistically significant difference in the usage of categories of support strategies between teachers of different length of service, while a statistically significant difference between class and subject teachers was shown only in the category of adjustment of methods, means and forms of work. Conducting this research contributes to the development of quality inclusive education and insight into the true implementation of inclusion in practice.
Keywords
odgojno-obrazovna inkluzija
učenici s teškoćama
učitelji
strategije podrške
Keywords (english)
educational inclusion
students with disabilities
teachers
support strategies
Language croatian URN:NBN urn:nbn:hr:147:984982 Study programme Title: Integrated undergraduated university study with english language and german language; specializations in: English language, Deutsche sprache Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-07-13 10:27:18
