Stavovi učenika, roditelja i profesora razredne nastave prema inkluzivnom obrazovanju
Attitudes of students, parents and classroom professors towards inclusive education
Author
Radojlović, Jasmina R.Mentor
Radovanović, SnežanaCommittee members
Janjić, VladimirRadević, Svetlana
Rančić, Nemanja
Metadata
Show full item recordAbstract
Uvod: Inkluzivno obrazovanje podrazumeva kvalitetno obrazovanje za sve učenike,
uvažavajući njihovu različitost u pogledu obrazovnih potreba. Cilj istraživanja je
ispitivanje relevantnosti stavova učenika, roditelja i profesora razredne nastave
prema inkluzivnom obrazovanju.
Metod: Istraživanje je tipa studije preseka. Sprovedeno je u tri osnovne škole na
teritoriji Beograda (OŠ „Josif Pančić“, OŠ „Dragojlo Dudić“, OŠ „Branko
Ćopić“) kao i u Zavodu za psihofiziološe poremećaje i govornu patologiju „dr
Cvetko Brajović“ Beograd. Uzorak su činili profesori razredne nastave, roditelji i
učenici nižih razreda osnovne škole (uzrasta 7-11 godina). Kao instrument
istraživanja, korišćeni su Upitnik za nastavnike i Upitnik za učenike (preuzeti
iz Magistarske teze Studen Rajke koja predstavlja deo projekta „Obrazovanje za
društvo znanja“ Instituta za Pedagoška istraživanja u Beogradu) i Upitnik za
roditelje (preuzet iz doktorske disertacije Nikolić Radmile).
Rezultati: Ustanovljena je ...izvesna pozitivnost stavova roditelja i učenika prema
inkluzivnom obrazovanju, ali su uočeni i faktori koji otežavaju proces inkluzije u
praksi. Uprkos pozitivnim stavovima prema inkluzivnom obrazovanju, stavovi
nastavnika bili su samo delimično pozitivni kada je reč o deci sa smetnjama u
razvoju.
Zaključak: Ulaganje više resursa i vremena u razvoj i implementaciju obrazovne
politike može da promoviše uspešno inkluzivno obrazovanje.
Background: Inclusive education means quality education for all students, respecting their
diversity in terms of educational needs. The aim of the research is to examine the relevance
of students', parents' and classroom professors' attitudes towards inclusive education.
Method: The research is of the cross-sectional study type. It was conducted in three primary
schools on the territory of Belgrade (Elementary School "Josif Pancic", Elementary School
"Dragojlo Dudic", Elementary School "Branko Copic"), as well as in the Institute for
Psychophysiological Disorders and Speech Pathology "Dr. Cvetko Brajovic" Belgrade. The
sample consisted of classroom professors, parents and lower classes of primary school
students (ages 7-11). As a research instrument, the Questionnaire for Teachers and the
Questionnaire for Students (taken from the Master's Thesis of Studen Rajka, which represents
a part of the project "Education for the Knowledge Society" of the Institute for Pedagogical
Rese...arch in Belgrade) and the Questionnaire for Parents (taken from Radmila Nikolić's
doctoral dissertation) were used.
Results: A certain positivity of parents' and students' attitudes towards inclusive education
was found, but factors that hinder the process of inclusion in practice were also identified.
Despite positive attitudes towards inclusive education, teachers' attitudes were only partially
positive when it came to children with disabilities.
Conclusion: Investing more resources and time in the development and implementation of education policy can promote successful inclusive education.