magistrsko delo
Jasmina Zupanič (Author), Mojca Lipec-Stopar (Mentor)

Abstract

Stališča predstavljajo posameznikov subjektiven odnos do zanj pomembnih pojavov in vplivajo na njegovo ravnanje, ljudje pa s svojimi ravnanji vplivamo na svet okoli nas. Za oblikovanje stališč nimamo nobenih bioloških predispozicij, pač pa so stališča rezultat socialne konstrukcije človeka, torej posameznikovega nenehnega oblikovanja predstav o svetu. Stališča sprejemamo in oblikujemo na podlagi znanja, izkušenj in norm okolja. Oblikujejo se kot kompleksne sestavine človekove duševnosti, ki pa so v odnosu do različnih pojavov različno trdne. Nanje vplivajo različni zunanji dejavniki, kar lahko vodi do spremembe stališč. V šolstvu so že nekaj časa v ospredju razprav stališča strokovnih delavcev, učencev ter staršev do inkluzivnega izobraževanja. V procesu inkluzivnega izobraževanja so stališča do le-tega pomemben dejavnik, ki vplivajo na ravnanja strokovnih delavcev, staršev ter učencev in tako vplivajo tudi na oblikovanje sodobne inkluzivne šole in družbe. Inkluzija v šolskem prostoru predstavlja idejo ene šole za vse otroke, pri čemer so pomembne tudi spremembe v kulturi. Inkluzivna šola zahteva spoštovanje različnih potreb, skupno bivanje brez izključevanja v smislu enakosti, pravičnosti, demokratičnosti, solidarnosti. V magistrski nalogi smo primerjali stališča učiteljev do inkluzivnega izobraževanja otrok s posebnimi potrebami. V raziskavo smo vključili dve skupini osnovnih šol, in sicer glede na to, katere kontinuume vzgojno-izobraževalnih programov izvajajo. V prvo skupino sodijo osnovne šole, ki izvajajo le izobraževalne programe z enakovrednim izobrazbenim standardom, v drugo skupino pa sodijo osnovne šole, ki poleg izobraževalnih programov z enakovrednim izobrazbenim standardom izvajajo tudi Prilagojeni izobraževalni program z nižjim izobrazbenim standardom in Posebni program vzgoje in izobraževanja. V teoretičnem delu smo na podlagi tuje in domače literature predstavili koncept stališč v povezavi z inkluzivnim izobraževanjem. Predstavili smo poti oblikovanja stališč ter pogoje spreminjanja stališč. Povzeli smo rezultate nekaterih raziskav, ki so bile narejene na področju stališč učiteljev do inkluzivnega izobraževanja. V empiričnem delu smo analizirali podatke raziskave, pridobljene na podlagi izpolnjenih vprašalnikov s strani učiteljev. Rezultati so pokazali, da se stališča učiteljev obeh skupin osnovnih šol med seboj bistveno ne razlikujejo, torej izvajanje različnih kontinuumov programov v osnovnih šolah ne prinaša bistveno drugačnih stališč učiteljev do inkluzivnega izobraževanja.

Keywords

inkluzija;otroci s posebnimi potrebami;stališča učiteljev;inkluzivno izobraževanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [J. Zupanič]
UDC: 376(043.2)
COBISS: 10965577 Link will open in a new window
Views: 2303
Downloads: 220
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Other data

Secondary language: English
Secondary title: Attitudes of primary school teachers towards inclusion of children with special needs
Secondary abstract: Attitudes represent an individual’s subjective attitude towards phenomena that they believe to be important and that affect their actions and, in turn, people’s actions affect the world around us. There are no biological predispositions for the formation of attitudes; these are rather the result of the social construction of people, i.e. the individual’s continual formation of notions about the world. We accept and form attitudes on the basis of knowledge, experience and societal norms. They are formed as complex components of the human psyche and exhibit different levels of strength with regard to different phenomena. They are affected by various external factors, which can lead to a shift in attitudes. Discussions in education have long been shaped by the attitudes of professional staff, students and parents regarding inclusive education. Attitudes are an important factor in the process of inclusive education, as they affect the actions of professional staff, parents and students and thus also affect the shaping of a modern inclusive school and society. Inclusion in education represents the idea of one school for all children, whereby changes in culture are also important. An inclusive school requires respect for different needs, cohabitation without exclusion in the sense of equality, justice, democracy and solidarity. This Master’s Thesis compares the attitudes held by teachers on inclusive education of special needs children. The study included two groups of primary schools, i.e. with regard to the continuum of educational programmes that they offer. The first group are primary schools that implement only programmes with an equivalent educational standard, while the second group comprised primary schools that offer not only programmes with an equivalent educational standard but also the Adapted educational programme with a lower educational standard and the Special educational programme. The theoretical part utilises international and national literature to present the concept of attitudes related to inclusive education. The paths to the formation of attitudes and conditions for changing them are presented. The results of individual studies on teachers’ attitudes on inclusive education are summarised. The empirical part analyses research data that were obtained from questionnaires filled out by teachers. The results have shown that teachers’ attitudes in both groups of primary schools do not differ substantially, which means that the implementation of different continua of programmes in primary schools does not result in substantially different attitudes of teachers on inclusive education.
Secondary keywords: backward child;primary school;otrok s posebnimi potrebami;osnovna šola;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Pages: 107 str.
ID: 9134119