Stališča učiteljev do inkluzije otrok s posebnimi potrebami v redne programe izobraževanja : magistrsko delo

Hren, Saša

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Title:	Stališča učiteljev do inkluzije otrok s posebnimi potrebami v redne programe izobraževanja : magistrsko delo
Authors:	ID Hren, Saša (Author) ID Usenik, Janja (Mentor) More about this mentor...
Files:	MAG_Hren_Sasa_2023.pdf (1,21 MB) MD5: A569BA53849D963C9974F010EACB6B57
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	V teoretičnem delu magistrskega dela govorimo o začetkih inkluzivnega izobraževanja, dotaknemo se faz, kot so segregacija, integracija in nenazadnje inkluzija. V nadaljevanju naloge opisujemo otroke s posebnimi potrebami in izobraževanje otrok s posebnimi potrebami. Prav tako se osredotočimo na stališča, njihovo definicijo in funkcijo. Temeljno vprašanje naše magistrske naloge je, kakšna so stališča učiteljev do inkluzije otrok s posebnimi potrebami v redne programe izobraževanja. V ta namen smo v empiričnem delu izvedli raziskavo, v kateri smo s pomočjo vprašalnika preverili, kako učitelji dojemajo inkluzijo otrok s posebnimi potrebami in kakšna so njihova stališča glede tega. Ugotovitve so pokazale, da inkluzija med slovenskimi učitelji še vedno ni popolnoma sprejeta. Prav tako smo ugotovili, da so pozitivna stališča učiteljev v pomembni povezavi z njihovo samooceno o lastni strokovni podkovanosti. Pokazalo se je tudi, da starost učiteljev ni povezana s stališči učiteljev do otrok s PP. Izsledki raziskave so pokazali, da so čustveno-vedenjske motnje ter motnje avtističnega spektra tiste, ki so med učitelji najmanj sprejete. Pridobljena dejstva kažejo, da je inkluzija še vedno v svojih začetkih, hkrati pa se pri določenih učiteljih že kaže višja stopnja razumevanja in sprejemanja inkluzije v proces vzgoje in izobraževanja.
Keywords:	otroci s posebnimi potrebami, inkluzija, integracija, stališča, učitelji
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	S. Hren
Year of publishing:	2023
Number of pages:	1 spletni vir (1 datoteka PDF ([80] str.))
PID:	20.500.12556/DKUM-84446
UDC:	376-057.874(043.2)
COBISS.SI-ID:	158703875
Publication date in DKUM:	13.07.2023
Views:	1162
Downloads:	338
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:	08.06.2023

Secondary language

Language:	English
Title:	Teachers' views on the inclusion of children with special needs in mainstream education
Abstract:	The concept of inclusion in education has been striving to establish itself in Slovenia for some time now, but the current experience suggests that it is not meeting the initial expectations. Inclusive education aims to foster a sense of belonging, which is a fundamental need for all children, but especially for those with special needs. The theoretical part of our master's thesis discusses the historical evolution of inclusive education, highlighting the stages of segregation, integration, and inclusion. Subsequently, we delve into the education of children with special needs and examine the attitudes surrounding the concept and its meaning and function. Our research question focuses on the attitudes of teachers toward the inclusion of children with special needs in mainstream education. Specifically, we were interested in how teachers perceive children with special educational needs and the factors that influence their attitudes. To answer this question, we conducted a questionnaire survey in the empirical part of our study to understand the perspectives of teachers on the inclusion of children with special needs. The results indicated that inclusive education is still not entirely embraced among Slovenian teachers. Additionally, our findings revealed that teachers' positive attitudes toward inclusion are significantly correlated with their self-assessment of professional competence. Moreover, we found that teachers' age has no bearing on their attitudes toward children with autism spectrum disorder. Finally, we discovered that teachers tend to have the least acceptance of children with emotional-behavioral and autistic spectrum disorders. The facts obtained show that inclusion is still in its infancy, but at the same time, some teachers are already showing a higher level of understanding and acceptance of inclusion in the process of education.
Keywords:	children with special needs, inclusion, integration, attitudes, teachers

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