Stališča staršev predšolskih in osnovnošolskih otrok do inkluzije v vzgoji in izobraževanju

Kozel, Sanja

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Title:	Stališča staršev predšolskih in osnovnošolskih otrok do inkluzije v vzgoji in izobraževanju
Authors:	ID Kozel, Sanja (Author) ID Schmidt, Majda (Mentor) More about this mentor...
Files:	MAG_Kozel_Sanja_2021.pdf (2,44 MB) MD5: A371A3963A3A1C082383EA067DEBD94E PID: 20.500.12556/dkum/2ff1db38-9ca4-4b08-a9b1-49ac6e614fff
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Inkluzija kot proces, ki najde prostor za vse otroke, nam omogoča, da vsem otrokom ponudimo pravico do izobraževanja ‒ ene temeljnih človekovih pravic. Ni dovolj, da inkluzijo poznamo, o njej govorimo, pomembno je, da jo v praksi kakovostno izvajamo. Kot eden ključnih dejavnikov za uspešnost inkluzivne vzgoje in izobraževanja se izpostavljajo pozitivna stališča do oseb s posebnimi potrebami, zato zraven pomembnih stališč strokovnih delavcev, vrstnikov in okolja do inkluzije v našem delu pozornost usmerjamo na stališča staršev. Namen raziskave je bil ugotoviti, kakšna so stališča staršev do izvajanja inkluzije v vzgoji in izobraževanju. Zanimalo nas je, ali imajo status otroka (posebne potrebe), stopnja otrokovega izobraževanja ali izobrazba staršev statistično značilen vpliv na njihovo vrednotenje inkluzije. Instrument zbiranja podatkov je bil skrajšan in prilagojen anketni vprašalnik Parent Perspectives on Inclusive Education in Rural Alberta, Canada (Loreman, McGhie-Richmond, Barber in Lupart, 2009), ki ga je izpolnjevalo 289 staršev otrok, vključenih v proces predšolske ali osnovnošolske vzgoje in izobraževanja severovzhodne Slovenije. Rezultati kažejo, da lahko govorimo o pozitivnih stališčih staršev do inkluzije, pri čemer se strinjajo, da so posebne potrebe v razredu spoštovane in vrstnikov ne ovirajo pri pridobivanju znanja. Kljub temu da na splošno govorimo o pozitivnih stališčih, pa status otroka (posebne potrebe) pokaže na to, da inkluzijo višje vrednotijo starši otrok s posebnimi potrebami. Glede na to da izobrazba staršev ne kaže statistično značilnega vpliva na stališča staršev do inkluzije, pa stopnja vzgoje in izobraževanja otrok pokaže na dejstvo, da inkluzijo višje vrednotijo starši mlajših otrok s posebnimi potrebami.
Keywords:	inkluzija, stališča, otroci s posebnimi potrebami, starši
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	[S. Kozel]
Year of publishing:	2021
Number of pages:	1 spletni vir (1 datoteka PDF (XIV, 155 str., 4 str. pril.))
PID:	20.500.12556/DKUM-80988
UDC:	376(043.2)
COBISS.SI-ID:	92023811
Publication date in DKUM:	14.01.2022
Views:	1673
Downloads:	260
Metadata:
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:	02.12.2021

Secondary language

Language:	English
Title:	Parental perception of inclusive education in preschools and primary schools
Abstract:	Inclusion as a process that finds a place for all children allows us to offer all children the right to education - one of the fundamental human rights. It is not enough to know inclusion and to talk about it, it is important that we implement it correctly in practice. Positive attitudes towards people with special needs are highlighted as one of the key factors for the success of inclusive education, therefore in addition to important attitudes of professionals, peers and the environment towards inclusion in our work, we also focus on the views of parents. The purpose of the research was to find out what are the attitudes of parents towards the implementation of inclusion in education. We were interested in whether the status of the child (special needs), the level of the child's education or the education of the parents have a statistically significant influence on their evaluation of inclusion. The data collection instrument was an abbreviated and adapted questionnaire Parent Perspectives on Inclusive Education in Rural Alberta, Canada (Loreman, McGhie-Richmond, Barber and Lupart, 2009), which was completed by 289 parents of children involved in the process of pre-school or primary school education and education in northeastern Slovenia. The results show positive attitudes of parents towards inclusion, agreeing that special needs in the classroom are respected and do not hinder peers from acquiring knowledge. Despite the fact that we generally talk about positive attitudes, the status of the child (special needs) shows that inclusion is valued higher by parents of children with special needs. Given that parents 'education does not show a statistically significant effect on parents' attitudes towards inclusion, the level of upbringing and education of children points to the fact that inclusion is valued higher by parents of younger children with special needs.
Keywords:	inclusion, attitude, children with special needs, parents

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