Suradnja U Inkluzivnim Školama: Kako Pomoćnici U Nastavi Procjenjuju Njihovu Suradnju S Učiteljima U Razredu?

Drandić, Dijana; Paić, Mirjana Radetić

doi:10.3935/ljsr.v27i1.287

Cited by 2 publications

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“…S obzirom na to da pomoćnik u nastavi pruža podršku učitelju, školi, kurikulumu, roditeljima i ostalim učenicima u razredu (Drandić i Radetić Paić, 2020;Smith, Whitby i Sharp, 2004), on (s učiteljem) predstavlja "most" između učenika i kurikuluma (Bentham i Hutchins, 2006), odnosno "most" između roditelja, učitelja, učenika i stručne službe škole s kojima surađuje (Zrilić i Jadrijević Tomas, 2021) ili pak "most" između škole i roditelja (Tabak, 2013). Drandić i Radetić Paić (2020) ističu da upravo problemi s kojima se susreću pomoćnici u nastavi i učitelji pri provođenju edukacijske inkluzije, a pod kojim se najčešće podrazumijeva nedovoljno znanje, stručnost, predrasude ili pak za učenike s teškoćama neprilagođeni nastavni planovi i programi, dovode do toga da su oboje usmjereni na suradnju i zajednički rad.…”

Section: Od Mosta Prema Trokutu Inkluzivne Podrškeunclassified

Od Mosta Prema Trokutu Inkluzivne Podrške Učenicima S Teškoćama U Razvoju

Maltar Okun,

Doutlik

2024

Persons With Disabilities in Arts, Science and Education: Inclusive Policies and Practices

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School is an educational institution where students acquire knowledge, develop various abilities and skills, and acquire habits, but also accept certain values and universal and social norms. A student's development requires nurturing and developing relationships with other students, particularly with those with a certain difference, i.e., distinctiveness. Inclusive education, which is based on tolerance, promotion, acceptance, and respect for differences and their inclusion, comes as an answer to discrimination, violations of rights, prejudices, and the exclusion of those who are different. The basic aim of inclusive education is to encourage the development of all students and their potential while at the same time respecting their developmental and educational potential, abilities, and special needs. The teacher's role in the concept of inclusive education is rather demanding. For the successful implementation of inclusive education in regular schools, teachers need support. One of the forms of support for teachers is assistance, i.e., the participation of assistants in teaching students with developmental difficulties. Namely, teaching assistants exemplify a bridge connecting the teacher and student with developmental difficulties in overcoming obstacles during the educational process. However, successful inclusion does not only imply quality cooperation between the teacher and the teaching assistant but also with the parents of students with developmental difficulties. Together, they create a triangle of inclusive support for students with developmental difficulties, while quality and constructive cooperation, communication, and partnership between them also contribute to the quality of the implementation of inclusive education. The paper examines the assessments of teachers, teaching assistants, and parents of students with disabilities on cooperation, as well as the existence of statistically significant differences in their assessments.

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Section: Od Mosta Prema Trokutu Inkluzivne Podrškeunclassified