Učiteljska uvjerenja o vrijednostima inkluzivnog obrazovanja

Mihić, Sanja Skočić; Gabrić, Iris; Bošković, Sandra

doi:10.31299/hrri.52.1.3

Cited by 11 publications

(10 citation statements)

References 5 publications

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“…Generally, we can say that both Polish and Croatian teachers estimate the quality of inclusion positively. This is in accordance with similar studies that indicate positive assessments of work and inclusion by teachers (Żuraw, 2016;Barańska & Sirak, 2015;Domagała-Zyśk, 2018;Skočić Mihić, Gabrić & Bošković, 2016;Nikčević-Milković, Jurković, Durdov, 2019), with scores higher in teachers than in case of professionals (Ivančić, 2012) and students (Labus, Miljkovic, 2011).…”

Section: Discussionsupporting

confidence: 90%

“…Research shows that Croatian teachers have a generally positive attitude towards inclusion, they are ready to accept students with disabilities, they have a tolerant approach and respect children's rights, and they understand the positive effect of inclusion on the social development of students with disabilities, but also on other students (Martan, 2018;Ljubić & Kiš-Glavaš, 2003;Bouillet, 2013;Kranjčec Mlinarić, Žic Ralić & Lisak, 2016;Skočić Mihić, Gabrić & Bošković, 2016). However, teachers also show a certain degree of indecision in their attitudes and provide conditional support to inclusive education, emphasising insufficient school readiness to implement inclusion, concerns about the impact of student disability on teacher's management of the classroom, as well as unwillingness to take full responsibility to teach students with disabilities (Bouillet, 2013;Bouillet & Bukvić, 2015;Martan, 2018).…”

Section: Teacher's Perception Of Educational Inclusionmentioning

confidence: 99%

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The quality of inclusive education from the perspective of teachers in Poland and Croatia

Ralić

Cvitković

Żyta

et al. 2020

Hrvat. rev. rehabil. istraž. (Online)

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The aim of the study was to explore Croatian and Polish teachers’ opinions on quality of inclusive education. A sample of 173 teachers from Poland and 139 from Croatia completed the Scale on Quality Indicators for Inclusion – for Teachers. In general, teachers reported positive assessments of inclusion quality. Respondents from both countries gave highest ratings on the subscale Support monitoring and evaluation, while the lowest ratings were given on the subscale Teaching assistant support by Polish participants and on the subscale Resources for inclusive education by the Croatian sample. Poland teachers gave higher ratings than Croatian teachers on all the subscales except Teaching assistant support. The discussion makes an attempt to present how two different societal contexts shape the development and implementation of inclusion.

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Section: Discussionsupporting

confidence: 90%

Section: Teacher's Perception Of Educational Inclusionmentioning

confidence: 99%

The quality of inclusive education from the perspective of teachers in Poland and Croatia

Ralić

Cvitković

Żyta

et al. 2020

Hrvat. rev. rehabil. istraž. (Online)

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show abstract

“…It is evident that their opinions are affected by the type of difficulty and classrooms with larger numbers of students which results in the inability to devote time to students with disabilities. According to Skočić Mihić, Gabrić, and Bošković (2016), there are significant differences in the level of agreement of teachers with the statement that inclusive education contributes to the development of all students with respect to age, years of work experience, type and content of the pre-service study program. Those who have completed the university program of study, have fewer years of work experience, and have attended courses on inclusive education show greater agreement with the statement that inclusive education contributes to the development of students with disabilities, and the development of their typical peers.…”

Section: Discussionmentioning

confidence: 99%

Estimate of Implementation of Educational Inclusion by Primary School Teachers and High School Teachers /Procjena provedbe odgojno-obrazovne inkluzivne prakse učitelja i nastavnika

Nikčević-Milković

Jurković

Durdov

2019

Croatian Journal of Education

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The results of the research on the estimate of implementing educational inclusion in the Lika-Senj County showed that the majority of primary school teachers and high school teachers have a positive perception of its implementation. While the majority of primary school teachers have experience in working with students with developmental disabilities, subject teachers report somewhat weaker experience. Both groups of teachers mostly establish cooperation with support staff in the school, but not with professionals out of school. Teachers with less training with these students and with greater support from schools are aware of their teaching methodology, individualize programs, attend professional development and establish cooperation. They, when compared to high school teachers, have a significantly higher estimate of the use of teaching methods and manners of work with these students, apply individualized programs, attend professional development and establish cooperation. The multivariate analysis showed that primary school teachers with less training for working with such students and with greater support from school have more positive estimates of the teaching methodology, implementation of individualized programs, professional development and cooperation and reception of students with disabilities by peers and parents. With fewer numbers of students per class, less experience of working with such students and the humanities and social studies profile of teachers, estimates of inclusion of such students become more positive. Primary school teachers, as

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“…iskustvo odnosi na odgoj i obrazovanje u cjelini, učitelji imaju bitnu ulogu u provedbi učinkovite inkluzije (Schmidt i Čagran, 2014) te nose najveći teret i odgovornost za uspješnu provedbu uključivanja. Istovremeno, iako zakonska regulativa propisuje stručnu pomoć, ta pomoć, osim u pojedinim regijama zemlje, nije u potpunosti osigurana (Kiš-Glavaš, Nikolić i Igrić, 1997;Skočić-Mihić, Gabrić i Bošković, 2016). Vrlo je malo zaposlenih stručnjaka edukacijsko-rehabilitacijskog profila (logopedi, socijalni pedagozi i rehabilitatori) na radnim mjestima stručnog suradnika u strukovnim školama.…”

Section: Uvodunclassified

Demografske i profesionalne karakteristike srednjoškolskih učitelja u relaciji sa stavovima prema edukacijskom uključivanju

Vlah

Grgurić²,

Baftiri³

2017

Hrvat. rev. rehabil. istraž. (Online)

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Teachers are key actors in promoting inclusion primarily because of their readiness to accept students with disabilities, and the resulting engagement between student and teacher can strongly influence whether inclusion is successful. The present study explored whether demographic and professional characteristics of vocational school teachers influence their attitudes towards inclusion of students with intellectual disability, specific learning disabilities, behavioral problems and attention deficit hyperactivity disorder. The following data were collected on 568 teachers (33% male, M = 45 yr) from 25 vocational schools in Zagreb, Croatia: gender, age, qualifications, subject area, overall work experience, work experience with students with disabilities, and self-reported difficulties working with students with disabilities. The occurrence of these factors was analyzed relative to the following four outcomes: teacher’s need for professional assistance in achieving inclusion, pessimistic attitude of the teacher about likelihood of successful inclusion, self-perceived competence in achieving educational inclusion, and problems in collaborating with parents. The results suggest that certain demographic and professional factors in teachers are associated with their attitudes towards inclusion of students with disability. Further research is needed on this issue, which should ultimately lead to the design of lifelong-learning interventions that nurture in teachers greater eagerness to work with students with disability.

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Učiteljska uvjerenja o vrijednostima inkluzivnog obrazovanja

Cited by 11 publications

References 5 publications

The quality of inclusive education from the perspective of teachers in Poland and Croatia

The quality of inclusive education from the perspective of teachers in Poland and Croatia

Estimate of Implementation of Educational Inclusion by Primary School Teachers and High School Teachers /Procjena provedbe odgojno-obrazovne inkluzivne prakse učitelja i nastavnika

Demografske i profesionalne karakteristike srednjoškolskih učitelja u relaciji sa stavovima prema edukacijskom uključivanju

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