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Psihološka istraživanja
2010, vol. 13, br. 1, str. 91-106
jezik rada: srpski
vrsta rada: izvorni naučni članak
doi:10.5937/PsIstra1001091R


Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji
aUniverzitet u Beogradu, Filozofski fakultet, Odeljenje za psihologiju
bUniverzitet u Beogradu, Filozofski fakultet

e-adresa: vrajovic@f.bg.ac.rs

Projekat

Projekat Ministarstva nauke Republike Srbije, br. 149018D: Psihološki problemi u kontekstu društvenih promena

Sažetak

U ovom radu tragamo za činiocima koji učestvuju u formiranju stavova nastavnika osnovnih škola prema inkluziji dece koja, zbog neke senzorne, telesne, mentalne smetnje ili socijalne depriviranosti, imaju potrebe za dodatnom podrškom u razvoju i učenju. Dosadašnja istraživanja stavova prema inkluzivnom obrazovanju dece s posebnim potrebama pokazuju da nastavnici redovnih škola 'oklevaju' s prihvatanjem dece s posebnim potrebama navodeći kao razlog to što se ne osećaju dovoljno kompetentnim da s njima rade. Međutim, iz projekata za uključivanje ove dece u kojima se nastavnici edukuju i koji predviđaju podršku stručnog tima škole, uočava se porast u spremnosti nastavnika da rade s tom decom. Realizovano je istraživanje kojim pokušavamo da utvrdimo da li iskustvo nastavnika - privatno ili profesionalno - sa osobama s teškoćama razlikuje ispitanike koji imaju povoljnije stavove prema inkluzivnom obrazovanju ove dece od onih sa manje povoljnim stavovima. Uzorak čini 105 nastavnika iz pet redovnih osnovnih škola na teritoriji Beograda, od kojih 44,2% izjavljuje da ima profesionalno iskustvo u radu sa učenicima s posebnim potrebama, dok privatno iskustvo sa osobama sa smetnjama u razvoju ima 40% ispitanika. Rezultati (ANOVA) pokazuju da profesionalno iskustvo u radu s decom s posebnim potrebama ne utiče značajno na formiranje i menjanje stavova nastavnika redovnih škola prema inkluzivnom obrazovanju. S druge strane, privatno iskustvo sa osobama sa smetnjama u razvoju značajno utiče kako na stav prema inkluziji u celini tako i na sve njegove komponente (kognitivnu, konativnu, osećanje kompetentnosti). Na osnovu dobijenih rezultata diskutuju se implikacije na razvoj kurikuluma za obrazovanje nastavnika za rad s decom s teškoćama u razvoju.

Ključne reči

inkluzija; deca s posebnim potrebama; stavovi nastavnika; privatno i profesionalno iskustvo

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