| Abstract | Unatoč tomu što se inkluzijom povećao broj socijalnih interakcija učenika s posebnim
potrebama i njihovih vršnjaka, razina uspješnosti njihove socijalizacije još uvijek nije
zadovoljavajuća. Uloga je učitelja potaknuti razvoj socijalnih kompetencija svih svojih
učenika stvarajući ugodno i podrţavajuće razredno ozračje gdje vladaju pozitivni i poticajni
meĎuodnosi i gdje se svaki učenik osjeća prihvaćenim i poštovanim. Empirijsko istraţivanje
provedeno je na uzorku od 128 ispitanika, a uzorak su činili osnovnoškolski učitelji i
učiteljice razredne i predmetne nastave. S obzirom na ključnu ulogu učitelja čiji stavovi i
osposobljenost za rad s djecom s posebnim potrebama utječe na proces njihove socijalizacije,
istraţivanjem se htjelo ispitati 3 stavke, a to su 1) učiteljska samoprocjena osjećaja, stavova i
zabrinutosti oko inkluzivnog obrazovanja, 2) učiteljska samoprocjena o spremnosti za
provedbu inkluzivnih praksi te 3) procjena učiteljskih stavova o poticanju razvoja socijalnih
kompetencija učenika. Rezultati su pokazali da, vezano za prvu stavku, nema statistički
značajne razlike u samoprocjeni s obzirom na nastavnu razinu i veličinu mjesta te da se
samoprocjena djelomično razlikuje s obzirom na spol, radno iskustvo, razinu izobrazbe i
prethodno iskustvo. Što se tiče druge stavke, nema razlike s obzirom na radno iskustvo,
nastavnu razinu, veličinu mjesta, razinu izobrazbe i prethodno iskustvo. Što se treće stavke
tiče, postoji statistički značajna razlika s obzirom na radno iskustvo učitelja. Sukladno
dobivenim rezultatima, vidiljiva je statistički značajna povezanost u samoprocjeni osjećaja,
stavova i zabrinutosti oko inkluzivnog obrazovanja, spremnosti za provedbu inkluzivnih
praksi te stava o poticanju razvoja socijalnih kompetencija učenika kod ispitanih
osnovnoškolskih učitelja |
| Abstract (english) | Despite the fact that inclusion increased the number of social interactions of students with
special needs and their peers, the level of success of their socialization is still not satisfactory.
The teacher's role is to encourage the development of social competences of all his students
by creating a pleasant and supportive classroom atmosphere where positive and stimulating
relationships prevail and where every student feels accepted and respected. The empirical
research was conducted on a sample of 128 respondents, and the sample consisted of
elementary school teachers of classroom and subject classes. Considering the key role of
teachers whose attitudes and skills for working with children with special needs influence the
process of their socialization, the research wanted to examine 3 items, namely 1) teacher selfassessment of feelings, attitudes and concerns about inclusive education, 2) teacher selfassessment on readiness to implement inclusive practice and 3) assessment of teachers'
attitudes on encouraging the development of students' social competences. The results showed
that, with regard to the first item, there is no statistically significant difference in selfassessment with regard to the teaching level and the size of the place, which self-assessment
partially differs with regard to gender, work experience, level of education and previous
experience. As for other items, there is no difference with respect to work experience,
teaching level, site size, level of education and previous experience. As for the third item,
there is a statistically significant difference with regard to the teacher's work experience.
According to the obtained results, a statistically significant correlation is visible in the selfassessment of feelings, attitudes and concerns about inclusive education, readiness to
implement the inclusive practice and attitude about encouraging the development of students'
social competences among the examined primary school teachers. |
