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Title:Odnos osnovnošolskih učiteljev na koroškem do integracije in inkluzije otrok s posebnimi potrebami
Authors:ID Špegelj, Nika (Author)
ID Protner, Edvard (Mentor) More about this mentor... New window
Files:.pdf MAG_Spegelj_Nika_2020.pdf (1,06 MB)
MD5: 4F923961487F09D1BDEA2BC4E1B82B22
PID: 20.500.12556/dkum/f24370de-1e44-4f2c-aae2-460048c5b5e1
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Ker učitelji predstavljajo pomemben dejavnik vključevanja otrok s posebnimi potrebami v šolsko skupnost, smo v magistrskem delu želeli raziskati odnos osnovnošolskih učiteljev v koroški regiji do integracije in inkluzije otrok s posebnimi potrebami, pri čemer smo se osredotočili predvsem na to, ali so učitelji bolj naklonjeni integraciji ali inkluziji. Glavni vir našega magistrskega dela je bila knjiga Moč vzgoje, saj v njej avtorici podrobneje opredelita razlike med integracijo in inkluzijo. S pomočjo tega smo sestavili anketni vprašalnik. Vprašalnik je bil sestavljen iz devetih trditev, pri čemer so učitelji nanje odgovarjali s pomočjo petstopenjske lestvice strinjanja oz. nestrinjanja. Iskali smo statistično pomembne razlike v več demografskih značilnostih, in sicer: v spolu, delovni dobi, univerzi izobraževanja, mestu poučevanja ter mestu pridobljenega znanja o inkluziji. Rezultate smo analizirali s pomočjo programa SPSS. V splošnem lahko rečemo, da so udeleženci ob različnih trditvah zastopali različna stališča. Učitelji so se k inkluziji nagibali pri štirih trditvah, prav tako so bila integrativna stališča zastopana pri štirih postavkah; pri eni postavki pa stališča niso bila opredeljena v nobeni smeri, tako da generalno ne moremo zaključiti, ali so koroški učitelji bolj naklonjeni inkluziji ali integraciji. Pri raziskavi demografskih razlik je do razlik je prišlo le na ravni mesta poučevanja, saj smo ugotovili, da se predmetni učitelji družboslovnih oz. humanističnih predmetov nekoliko bolj nagibajo k integraciji, učitelji razrednega pouka pa k inkluziji.
Keywords:integracija, inkluzija, otroci s posebnimi potrebami
Place of publishing:Maribor
Publisher:[N. Špegelj]
Year of publishing:2020
PID:20.500.12556/DKUM-76569 New window
UDC:376:373.3.091(497.4)(043.2)
COBISS.SI-ID:23279875 New window
NUK URN:URN:SI:UM:DK:WEO48BDA
Publication date in DKUM:27.07.2020
Views:1541
Downloads:233
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:09.06.2020

Secondary language

Language:English
Title:Attitudes of primary school teacher in koroška region towards the integration and inclusion of children with special needs
Abstract:The aim of this master thesis was to research the attitudes of primary school teachers in Koroška region towards the integration and inclusion of children with special needs into the school environment where teachers represent an important factor. The focus of the master's thesis was on researching whether teachers are more in favor of inclusion or integration. The main source of the research was the book Moč vzgoje, where the main differences between the inclusion and integration are clearly defined. The book served us as the basis for our survey questionnaire. The questionnaire consisted of nine statements and the teachers' responding to it had the possibility with a five-point scale of agreements or disagreements. We were looking for statistically significant differences in several demographic characteristics: gender, university of teachers' education, years of teaching experience, job positions and a place of acquired knowledge about inclusion. The results obtained by the questionnaire, were analysed by the means of the SPSS programme. In general, the results indicated different views. The four statements showed the teachers' inclination to the inclusion, whereas other four statements showed their inclination to integration. At one statement teachers expressed vague answers. Thus, according to the survey results, we cannot conclude whether teachers are more in favor of the inclusion or integration. In the section that referred to demographic differences they occurred only in the teaching location item. The elementary school teachers preferred inclusion, however, the teachers of social sciences tend to be more inclined to the process of integration.
Keywords:integration, inclusion, children with special needs


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