@conference{
author = "Kovačević, Jasmina and Nikolić, Gordana",
year = "2012",
abstract = "Nova zakonska rešenja u obrazovanju predviđaju neposredne i posredne vidove podrške
za učenike, nastavnike i školu kako bi se obezbedila ujednačenost obrazovnih
ustanova u radu sa učenicima sa smetnjama i teškoćama u razvoju. Pravilnik o dodatnoj
obrazovnoj, zdravstvenoj i socijalnoj podršci detetu i učeniku (,,Službeni glasnik
RS" 63/2010) u članu 4. definiše moguće vidove podrške koje škola treba da obezbedi
kako bi se ostvarili optimalni uslovi za razvoj i učenje za svakog učenika. Problem
istraživanja je bilo ispitivanje funkcionalne ostvarivosti predviđenih oblika podrške,
kao i pripremljenost nastavnika razredne nastave za njihovo sprovođenje. Metodologija
istraživanja se bazirala na akcionoj formi istraživanja za čije potrebe je pripremljen
instrument u formi upitnika koji su popunjavali učitelji. Istraživanje je sprovedeno u
10 redovnih osnovnih škola koje se nalaze na teritoriji Vojvodine. Uzorak je činilo 50
ispitanika, odnosno nastavnika razredne nastave. Za potrebe istraživanja konstruisan
je upitnik koji sadrži pitanja podeljene u dve oblasti. Prva oblast sadrži pitanja koja se
odnose na primenu predloženih i Pravilnikom definisanih vidova podrške učenicima sa
teškoćama i smetnjama u razvoju u redovnim razredima, dok druga oblast sadrži pitanja
koja se odnose na pripremljenost redovnih škola i nastavnika razredne nastave za
sprovođenje predloženih mera podrške. Dobijeni rezultati pokazuju da redovne škole,
tri godine nakon donošenja zakonskih i podzakonskih akata koja definišu implementaciju
inkluzivnog obrazovanja, još uvek nisu adekvatno pripremljene za pružanje neophodnih
vidova podrške učenicima sa smetnjama i teškoćama u razvoju (nedostatak
asistivne tehnologije, udžbeničke literature i drugih nastavnih sredstava i pomagala).
Zaključak istraživanja je da nastavnici razredne nastave nisu dovoljno pripremljeni za
rad sa učenicima sa smetnjama u razvoju (70% ipitanika je navelo da im je nephodna
podrška defektologa u razredu, kao i van razreda)., New legislation in education provides direct and indirect types of support for pupi/s,
teachers and schoo/s to ensure uniformity of educational institutions in working with students
with disabilities. Artic/e 4 of the Regulations of Additional Educationa/, Hea/th and Social
Support to the Child and the Pupi/ (,,Official Gazette of RS" 63/2009) defines possible types of
support, which schools should provide in order to achieve optimal conditions for development
and learning for each pupi/. The aim of the research was to examine the functional feasibility
of anticipated forms of support, as well as the preparedness of subject teachers for their
implementation. The methodology was based on the action form of the research and the
instrument of the research was developed in the form of questionnaires to be completed by
teachers. The study was conducted in 10 regular e/ementary schoo/s /ocated on the territory
of The Autonomous Province of Vojvodina. The study sample consisted of 55 participants,
primary schoo/ teachers. For the purpose of the research, a questionnaire containing questions
divided into two sections was constructed. The first section inc/uded questions relating to the
implementation of the proposed and defined forms of support to pupi/s with developmental
disabilities in regular c/asses by the Regulations. The second section contained questions
relating to the preparedness of regular schools and subject school teachers to implement the
proposed measures of support. Obtained results show that regular schools, three years a/ter
the new laws and regulations defining the implementation of inc/usive education were passed,
are stil/ not adequately prepared to provide the necessary forms of support to pupi/s with
disabilities (lack of assistive technology, textbooks and other teaching aids and equipment).
The conc/usion of this study is that subject teachers are not well prepared to work with pupi/s
with developmental disabilities [more than 60% of participants stated that the support of the
special educator is necessary both inside and outside the classroom.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova – 6. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 14–16.09.2012",
title = "Vidovi zagarantovane podrške učenicima sa smetnjama i teškoćama u razvoju u inkluzivnoj školi, Forms of guaranteed support for children with Disabilities in an inclusive school",
pages = "196-190",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4746"
}
