Izrada individualnih obrazovnih planova: da li nam je zakon razumljiv

Abstract

Kreiranje Individualnih obrazovnih planova (IOP), u našoj zemlji, nema jasno izrađenu metodologiju, a zakonodavna osnova nije dovoljno precizna i uvodi veliki broj dilema, kako kod nastavnika redovne nastave, tako i kod defektologa. U radu se analiziraju odgovori nastavnika predmetne nastave i defektologa, u vezi sa osnovama izrade Individualnih obrazovnih planova, sa ciljem da se ukaže na značaj izrade precizne metodologije za kreiranje ovog dokumenta. Uzorak za istraživanje činilo je 72 defektologa i 24 nastavnika predmetne nastave, zaposlenih u 31 osnovnoj školi u Srbiji. U istraživanju je korišćen upitnik Likertovog tipa, sastavljen od sedam tvrdnji. Tvrdnje su se odnosile na definisanje svrhe IOP-a, potrebe za kreiranjem, ciljeve, neophodne članove tima, kao i ocenjivanje učenika, prema ovom dokumentu. Pored distribucije odgovora, praćena je i korelacija odgovora nastavnika predmetne nastave i defektologa, kao i doslednost u odgovorima koji su se ticali definisanja svrhe IOP-a, za koga se on izrađuje, prioriteta u postavljanju ciljeva i ocenjivanja. Statističke analize ukazuju da 13,54% ispitanika nije moglo da odgovori na svaku od zadatih tvrdnji. Najveće nedoumice odnosile su se na tvrdnje koje su se ticale prioriteta u kreiranju IOP-a, kao i tvrdnje da li defektolog može da realizuje nastavu prema IOP-u u redovnoj školi (po 20,8% ispitanika je bez odgovora). Beleži se statistički visoko značajna razlika u odgovorima nastavnika predmetne nastave i defektologa (p=0,000) na tvrdnje da se IOP, bez razlike, izrađuje za svu decu sa smetnjama u učenju i razvoju, da je akademsko postignuće prioritetni cilj u IOP-u i na tvrdnju da nastavu za učenika koji radi prema IOP-u realizuje isključivo nastavnik redovne nastave. Ne beleži se dosledan stav u pogledu definisanja svrhe IOP-a i ostalih praćenih varijabli.Rezultati jasno ukazuju na, još uvek, prisutne probleme u razumevanju i tumačenju izrade i svrhe individualnog obrazovnog plana, kao i na neophodnost kreiranja precizne metodologije njegove izrade i implementacije.

The precise methodology for creating Individual Education Programs (IEP) still missing in our country. Thus, teachers in regular classroms, as much as special education teachers cope with many dificulties in understanding the law and creating IEP. The answers of regular classrom professors and special education teachers about the bases of Individual Education Plan`s creating process were analised in this paper. Necesisity of good and precise methodology for creating IEP were pointed out.Seventytwo special education teachers and 24 professors from 31 Elementary schools in Serbia answered on seven items structered as claims. The claims were related to defining the aim of IEP, reasons for its creating, structure of a team, and assessment in IEP. We were interested in distribution of answeres as much as in correlation between answers of special education teachers and professors, but in concistency of respons between claim about definig the aim of IEP and following claims: Do we create IEP for all children with special needs, without exceptions; What is priority to be done in IEP; Is mark „excellent five“ allowed if child has IEP. According to statistic, 13,54% of a sample, in averige, colud not give the answer on each claim. The most dificulties were in answering the claim about priority to be done in IEP, and about the possibility for special education teachers to realise class in regular schools (20,8% of sample colud not answer the claim). There are high statistic diferences between special education teacher and professors (p=0,000) when answering the claim about creatin IEP for all children with special needs; about priority to be done in IEP; and when answering the claim about possibility for special education teachers to realise class school.s. There isn`t concistency of respons between claim about defining the aim of IEP and all other variables. The results of this research confirm hypothesis that the legal bases for creating IEP in Republic of Serbia must be reconstructed. At the same time, precise metgodology base for developmenting IEP must be done.