| Abstract | Škola kao jednu od važnijih zadaća navodi provođenje integracije u redovnim školama i inkluzije u školama i društvu. Upravo su ti pojmovi tema brojnih istraživanja dugi niz godina. Cilj ovoga rada bio je ispitati uvjerenja učitelja o dobrobiti inkluzije djece s ADHD-om. U teorijskom dijelu rada pobliže je opisan poremećaj ADHD-a u svrhu osvješćivanja društva o potrebama i problemima s kojima se susreću djeca s ADHD-om u svakodnevnome životu. Navedene su osnovne značajke i simptomi ADHD-a, njegovi uzroci te sam proces dijagnosticiranja. Također, pobliže je opisan rad s djecom s ADHD-om u školi, pravila za rad s učenicima s ADHD-om, važnost suradnje s roditeljima i djecom te uloga škole čija je zadaća prihvatiti svu djecu i pozitivno odgovoriti na njihove potrebe. U posljednjem dijelu opisan je proces inkluzije i njezini učinci. U radu su predstavljeni rezultati dosadašnjih istraživanja. Istraživanja koja su provedena u Hrvatskoj pokazuju da se inkluzija u Hrvatskoj, iako u malim koracima, provodi. Provedeno je istraživanje u svrhu diplomskoga rada čiji su sudionici bili 100 učitelja Splitsko-dalmatinske županije i 52 učitelja Dubrovačko-neretvanske županije. Ispitivala su se uvjerenja učitelja o dobrobiti inkluzije djece s ADHD-om. Rezultati istraživanja izneseni u radu potvrđuju da učitelji uglavnom imaju pozitivna uvjerenja o dobrobiti inkluzije djece s ADHD-om te da većina učitelja vjeruje u dobrobit inkluzije na djecu s ADHD-om kada je u pitanju njihov emocionalni i socijalni razvoj te obrazovna postignuća. Ovaj rad namijenjen je svima koji se susreću s djecom kojoj je dijagnosticiran ADHD u svrhu boljega razumijevanja onoga čime se djeca i njihovi učitelji susreću. |
| Abstract (english) | As one of the most important tasks, school notes an implementation of integration in regular schools and also an inclusion in schools and society. These concepts are an issue of many researches for many years. The aim of this article has been to examine the teachers' beliefs about the benefits of children ADHD (Attention deficit hyperactivity disorder) inclusion! A theoretical part of the article describes, in detail ADHD, in order to raise awareness in the society about the needs and problems that children with ADHD face in everyday life! The basic features and symptoms of ADHD, its causes, and the diagnostic process are pointed out. In addition, work on children with ADHD at school has been described in detail, the rules for working with ADHD children, the importance of co-operation with parents and children, and the role of school, whose priority is to accept all children and positively responds to all their needs! In the last part, the process of inclusion and its effects has been described. In the paper, the results of previous researches have been presented. Researches that have been conducted in Croatia, show that inclusion in Croatia, although in small steps, is being carried out. The study was carried out for a purpose of graduate work, with one 100 teachers involved from the Split-Dalmatia County, and 52 teachers from the Dubrovnik-Neretva County! The teacher's beliefs on the benefits of ADHD childrens` inclusion were examined. The results of the research, exposed in the study, confirm that teachers, in general, have positive convictions on the well-being of children with ADHD inclusion, and the most teachers believe in the benefit of inclusion on children with ADHD, when their emotional and social development is in question, an also their educational achievements! This work is aim to all of them, who are involved with the children that have ADHD diagnosis, for better understanding what about the children and their teachers are encountering! |
