Izazovi partnerstva u ustanovama ranoga i predškolskoga odgoja i obrazovanja u vrijeme pandemije koronavirusa

Lozančić, Anka Jurčević; Mirošević, Jasna Kudek

doi:10.31299/hrri.57.1.7

Hrvat. rev. rehabil. istraž. (Online)

2021

DOI: 10.31299/hrri.57.1.7

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Izazovi partnerstva u ustanovama ranoga i predškolskoga odgoja i obrazovanja u vrijeme pandemije koronavirusa

Anka Jurčević Lozančić

Jasna Kudek Mirošević

Abstract: Postojeće životne situacije izazvane globalnom pandemijom bolesti COVID-19 krizni su i uznemirujući događaji koji mijenjaju obiteljski život. Stoga je važno pružiti podršku obiteljima u ispunjavanju njihove odgojne funkcije, ostvarivati kontinuiranu komunikaciju i dijalog te osmisliti smjernice i strategije za međusobnim povezivanjem, zajedničkim sudjelovanjem djece i odraslih u različitim životnim aktivnostima. Posebnu pozornost potrebno je usmjeriti na obitelji djece koja imaju posebne odgojno-obrazovne potr… Show more

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Cited by 2 publications

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Inclusion in the System of State Preschool Institutions of Serbia from the Parents’ Perspective

Mаrković

2022

DHS

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The realization of inclusive education at the preschool age is an important effort within the school system of a country. It has been established that inclusive education has a stimulating effect on children with disabilities, as well as on typically developing children. Because of this, it is necessary to start with its realization at the preschool age. The paper presents the results of empirical research conducted on a sample of 763 parents of children attending preschool institutions in the territory of eastern and southeastern Serbia, which were collected using an assessment scale specially constructed for this research. Bearing in mind the importance of the formation of positive attitudes of parents as key actors in the upbringing of typically developing children, who should represent to their children a model of adequate behavior towards persons with developmental disabilities, the research aims to examine the attitudes of parents about inclusion in the system of state preschool institutions. It was established that the majority of parents recognize the most significant advantages of inclusion and the prerequisite for achieving inclusion in the context of institutional preschool education. When it comes to obstacles to achieving inclusive education, it was found that parents recognize them to a lesser extent. Also, it was established that there are statistically significant differences in parents' responses to certain items concerning the variables of gender, age, and level of education. The findings of this research can represent a good starting point for improving existing institutional practice in the context of inclusive education.

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Inclusion in the System of State Preschool Institutions of Serbia from the Parents’ Perspective

Mаrković

2022

DHS

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Teachers’ inclusive beliefs and teaching practices in work with students with some inattentive symptoms associated with ADHD

2021

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This study aims to analyze and compare teaching practices in an inclusive setting. The study focuses on teachers’ self-evaluated teaching practices with students with seven or more predominantly inattentive symptoms associated with ADHD, depending on their beliefs about the values of inclusive education and some demographic factors. The results are situated in the context of current literature on inclusive education practices, teacher attitudes towards students with predominantly inattentive symptoms associated with ADHD and teaching practices/classroom strategies for work with them. The questionnaire was administered to 660 teachers from 13 Croatian counties. The participating teachers were asked to complete a standardized questionnaire, including a demographic questionnaire and two scales: Teaching practices self-evaluation scale – TPSE (Vlah & Grbić, 2017) and Teachers’ beliefs about the values of inclusive education scale – TBIES (Skočić Mihić, Gabrić & Bošković, 2016). In an attempt to answer the research question on the relation between teachers’ self-reported teaching practices used in work with students with some inattentive symptoms associated with ADHD, place of residence, and school size, classroom versus subject teaching, teacher education level, work experience and beliefs about the values of inclusive education, we used both a correlation and a hierarchical regression analysis. The results indicated a correlation between teachers’ self-evaluated teaching practices described by three indices (student praise and supportive communication; adjustments to assessment for students; and comprehensive approach to inclusion of students with special needs), teacher education level, and classroom/subject teaching, which also related to teachers’ value of inclusive education. Next, we explored the relationships among the investigated variables in more detail using a hierarchical regression analysis in which different indices of teachers’ self-evaluated teaching practices served as the criterion. In the proposed model inclusive beliefs were revealed as significant predictors of teaching practices. These results extend previous research. Implications for teacher education are discussed and suggestions are made for future research.

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Izazovi partnerstva u ustanovama ranoga i predškolskoga odgoja i obrazovanja u vrijeme pandemije koronavirusa

Cited by 2 publications

References 10 publications

Inclusion in the System of State Preschool Institutions of Serbia from the Parents’ Perspective

Inclusion in the System of State Preschool Institutions of Serbia from the Parents’ Perspective

Teachers’ inclusive beliefs and teaching practices in work with students with some inattentive symptoms associated with ADHD

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