magistrsko delo
Ksenja Vrhovnik (Author), Majda Schmidt (Mentor), Edvard Protner (Co-mentor)

Abstract

Inkluzivna šola pomeni varno, sprejemajočo in spodbujajočo šolsko skupnost, kjer so vsi posamezniki enako cenjeni. Da to dosežemo, je potrebo razvijati inkluzivne vrednote med vsemi zaposlenimi v šoli in tistimi, ki z njo sodelujejo. Raziskave v nekaterih evropskih državah so pokazale, da je inkluzija najbolj odvisna od učiteljevih vzgojno-izobraževalnih dejavnosti v razredu. Razvoj inkluzivne prakse v razredu je odvisen od sposobnosti učiteljevega spopadanja z razlikami med učenci v razredu (kar predstavlja enega od največjih problemov), od učiteljevih stališč do otrok s posebnimi potrebami, njegovih znanj, pedagoških pristopov, poučevalnih metod, materialnih virov in od časa za upoštevanje različnosti učencev v razredu. Zelo pomembna pa je tudi podpora učitelju v šoli in zunaj nje. Namen empirične raziskave je bil ugotoviti, kakšna so stališča učiteljev, ki poučujejo učence s posebnimi potrebami v rednih osnovnih in srednjih poklicnih šolah, do inkluzije učencev s posebnimi potrebami in dejavnike, ki vplivajo na njihovo oblikovanje. Instrument raziskave je bil anketni vprašalnik, zbrani podatki so bili obdelani s programom SPSS. Raziskovalni vzorec je zajel 200 učiteljev slovenskih osnovnih in srednjih poklicnih šol. Rezultati kažejo, da imajo bolj pozitivna stališča do inkluzije: srednješolski učitelji v primerjavi z osnovnošolskimi, najmlajši učitelji in učitelji z najmanj delovnimi izkušnjami v primerjavi s starejšimi kolegi in tistimi z več leti izkušenj, učitelji z manjšim številom učencev s PP v razredu v primerjavi s tistimi z večjim številom teh učencev in učitelji, ki so pridobivali znanja o inkluziji s pomočjo različnih oblik izobraževanj v primerjavi s tistimi, ki so se o inkluziji izobraževali malo ali se sploh niso. Dobro načrtovana in kontinuirana izobraževanja za učitelje s področja inkluzije in večja prisotnost strokovnjakov s področja posebnih potreb v šolah, bi lahko vplivala na (še) boljšo usposobljenost in pripravljenost učiteljev za delo v inkluzivnih razredih ter posledično na njihova stališča.

Keywords

učenci s posebnimi potrebami;inkluzija;stališča učiteljev;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [K. Vrhovnik]
UDC: 376(043.2)
COBISS: 19760136 Link will open in a new window
Views: 4311
Downloads: 1128
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Other data

Secondary language: English
Secondary title: ELEMENTARY AND SECONDARY VOCATIONAL SCHOOL TEACHERS´ ATTITUTES TO THE INCLUSION OF STUDENTS WITH SPECIAL NEEDS
Secondary abstract: Inclusive school offers safe, warm and stimulating environment where every individual pupil is equally appreciated. In order to achieve this the values of inclusion should be developed among all employees and other participants in the educational process. Some European surveys show that inclusion depends mostly on teachers' education activity in classrooms. The development of inclusive practice in classrooms depends on teachers' capability to confront the differences between pupils in the class (which is one of the biggest problems), their standpoint on children with special needs, their professional knowledge, pedagogical methods, materials, sources, and their time spent on considering individual pupil's needs. Moreover, the support inside and outside school is of crucial importance. The aim of the empirical research was to get an insight into attitudes of elementary and vocational school teachers teaching pupils and students with special needs towards inclusion and factors related to it. A research was carried out with the help of a questionnaire, the results of which were processed using SPSS programme. Two hundred elementary and vocational school teachers were included in our research sample. According to the results, teachers with more positive attitudes towards inclusion are the youngest teachers and teachers with shortest work experience, compared with older teachers and those with longer work experience. Teachers with smaller number of students with special needs in their class are also more in favour of inclusion than those who work with larger numbers of students. Vocational school teachers seem to be having fewer problems than their elementary school colleagues. Moreover, many participating teachers claimed that they found additional education on inclusion helpful when having to overcome some of the related difficulties. Well-structured and continuous teacher training and increased presence of experts in schools would most definitely affect teachers' attitude towards inclusion and help them become more qualified and flexible when it comes to teaching in inclusive classes.
Secondary keywords: pupils with special needs;inclusion;teachersʼ attitudes;master theses;
URN: URN:SI:UM:
Type (COBISS): Master's thesis
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages: VI, 155 str., [6] str. pril.
ID: 8717504