Stavovi roditelja dece tipičnog razvoja prema inkluziji dece sa smetnjama u razvoju

Abstract

Introduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.

Uvod: Uspesno sprovodenje inkluzivnog obrazovanja, izmedu ostalog, zavisi od stavova ucesnika u samom procesu. Tako se nastavnici smatraju kljucnim akterom implementacije inkluzije, ne sme se zanemariti uloga koju imaju roditelji. Cilj: Osnovni cilj rada je ispitati stavove roditelja dece tipicnog razvoja prema inkluziji dece sa smetnjama u razvoju, te uticaj pola, nivoa obrazovanja, mesta stanovanja i uzrasta deteta na stavove roditelja, kao i misljenje roditelja o uticaju vrste smetnje u razvoju na obrazovanje njihove dece. Metode: Uzorak istrazivanja cinilo je 293 roditelja dece tipicnog razvoja sa teritorije Bosne i Hercegovine. Stavovi roditelja ispitani su Upitnikom stavova roditelja prema inkluziji (Survey of Parents' Attitudes towards Inclusion - SPATI). Rezultati: Roditelji dece tipicnog razvoja ispoljavaju pozitivne stavove prema inkluziji dece sa smetnjama u razvoju. Na njihove stavove ne utice pol, nivo obrazovanja, mesto stanovanja i uzrast deteta. Najpozitivniji stav iskazuju prema inkluziji dece sa senzornim ostecenjima (sluh, vid) i deci sa umerenom ili blagom intelektualnom ometenoscu, dok je manje pozitivan stav prema ukljucivanju dece sa izrazenijim smetnjama u razvoju (autizam, teza intelektualna ometenost). Zakljucak: Rezultati istrazivanja ukazuju na potrebu za daljim istrazivanjem ove problematike i planiranjem odgovarajucih programa koji su usmereni na razvijanje pozitivnih stavova prema inkluzivnom obrazovanju ucenika sa svim vrstama teskoca u razvoju.