Promena stavova budućih defektologa prema inkluzivnom obrazovanju

Abstract

U Srbiji je krajem 2009. godine donet Zakon o osnovama sistema obrazovanja i vaspitanja koji jasno favorizuje inkluzivno obrazovanje. S druge strane, dominiraju mišljenja da uspešna implementacija bilo koje inkluzivne politike u mnogome zavisi od pozitivne orijentacije edukatora prema njoj. Istraživanja pokazuju da se na stavove nastavnika može uticati tokom njihove obuke. Poboljšanje stavova kada su u programe studija uključeni inkluzivni sadržaji odnosi se na nastavnike redovne nastave, ali i na specijalne edukatore. Skorašnjom reformom Fakultet za specijalnu edukaciju i rehabilitaciju (FASPER) Univerziteta u Beogradu je ove sadržaje uveo u planove i programe studija. Cilj ovog istraživanja je da ustanovi da li tokom završne godine osnovnih studija dolazi do promene stavova studenata FASPER-a, studijskog programa Specijalna edukacija i rehabilitacija osoba sa teškoćama u mentalnom razvoju, prema inkluzivnom obrazovanju. Uzorak se sastoji od 31 studenata FASPER-a. Studenti su popunjavali Skalu za procenu stavova prema inkluzivnom obrazovanju (Wilczenski, 1992) na početku 7. i na kraju 8. semestra. Gemeralno, rezultati pokazuju da je došlo do značajnog poboljšanja stavova studenata prema obrazovnoj inkluziji učenika sa posebnim obrazovnim potrebama (t = -2,115, p < 0,05). Ipak, dalja analiza pokazuje da je ova promena statistički značajna samo kada je u pitanju poboljšanje stavova prema uključivanju u redovno obrazovanje učenika čiji je govor teško razumljiv (t = -2,530, p < 0,01), kao i onih koji imaju teže oštećenje vida (t = -2,115, p < 0,05) ili sluha (t = -2,716, p < 0,05). Iako se registruje značajno poboljšanje stavova budućih oligofrenologa prema inkluzvnom obrazovanju tokom poslednje godine studija, ove promene nisu sveobuhvatne i odnose se samo na pojedine kategorije ometenosti.

The Law on the fundamentals of the education system, which clearly supports inclusive education in Serbia, came into force in late 2009. On the other side, there is a dominating opinion that successful implementation of any inclusive policy mostly depends on educators positive orientation towards it. The studies show that the teacher’s attitudes may be altered in the course of training. The improvement of attitudes in curricula with inclusive content included is oriented not only to regular teachers but also to special educators. Recent reform of the Faculty for Special Education and Rehabilitation (FASPER) University of Belgrade incorporated these contents in curricula. The aim of this research is to determine possible changes in attitude towards inclusive education of FASPER students, attending studies of Specal eduaction and rehabilitation of persons with disabilities in mental developement. The sample consisted of 31 FASPER students and the Attitudes Towards Inclusive Education Scale, ATIES (Wilczenski, 1992) was applied at the end of the 7th and the beginning of the 8th semester. Statistical analysis of the scale shows siginificant improvement of attitudes of students towards inclusive education of pupils with special educational needs (t = -2.115, p < 0.05). However, further analysis revealed that the change was statistically significant only in case of attitudes towards inclusion in regular education of pupils with speech difficulties (t = - 2.530, p < 0.01), as well as vision (t = -2.115, p < 0.05) and hearing impairement (t = - 2.716, p < 0.05). Although there is significant improvement in attitudes of future special educators towards persons with disabilities in mental development during the last year of studies, these changes referred only to certain categories of disability.