Efekti dodatnog obrazovanja učitelja/ Nastavnika na promenu stavova Prema inkluzivnom obrazovanju

Abstract

Inkluzivno obrazovanje evoluiralo je kao proces za promenu ekskluzivne politike i prakse, a nastalo je kao široko rasprostranjen pokret i ideo- logija prema kojoj se svaka osoba posmatra zasebno i nezavisno. Naglašavaju- ći potrebe u učenju sve dece, poseban akcenat se stavlja na onu decu koja su is- ključivana i marginalizovana i kao imperativ ističe potreba da redovna škola postane otvorena za sve učenike bez obzira na njihove snage ili slabo- sti. Ovakvim pristupom koncept inkluzivnog obrazovanja uvažava svu decu i naglašava potrebu uvažavanja različitosti i stvaranja jednakih uslova za sve na taj način što je obaveza škole da razvija takve delotvorne pri- stupe koji će omogućavati da posebno učenici sa posebnim potrebama, ali i svi ostali, uče i optimalno se razvijaju u skladu sa svojim potencijalima. Navedeni pristup inkluzivnog obrazovanja nužno u fokus stavlja, pored ostalog, pitanje upoznavanja stavova i kompetencija nastavnika kao zna- čajnog faktora od koga u velikoj meri zavisi i implementacija inkluzivnog obrazovanja. Istraživanjem koje smo izvršili ispitali smo koliko su projekat o inkluziji i dodatna obuka učitelja/nastavnika uticali na promenu sta- vova o inkluzivnom obrazovanju i deci sa posebnim potrebama. Istraživa- njem su bile obuhvaćene dve osnovne škole čija se osnovna razlika sastojala u uključenosti u projekat o inkluziji koji je organizovan od strane Mini- starstva prosvete RS. Uzorak istraživanja je činilo 33 učitelja/ nastav- nika osnovne škole koja je bila uključena u projekat i 24 učitelja/nastav- nika osnovne škole koja nije bila uključena u projekat. Dobijeni rezultati izvršenog istraživanja ukazuju na mali uticaj dodatne obuke o inkluziji i uključenost u projekat, što upućije na potrebu reorganizacije i obogaći- vanja budućih projekata.

Inclusive education has been developed as a progress for changing of exclusive policy and praxis. It grew up from a wide-spread movement and ideology according to which every person was observed separately and independently. Emphasizing the learning needs of all children, particular emphasis is placed on those children who are ostracized and marginalized and as an imperative emphasizes the need for regular school to become open to all students regardless to their strengths or weaknesses. This approach takes into account the concept of inclusive education for all children and stresses the need to respect diversity and create equal opportunities for all in a way that the obligations of such schools are to develop effective approaches that will make it possible especially for students with particular special needs, but to all the others too, to learn and develop optimally in line with their potential. This approach to inclusive education necessarily focuses on, among other things, the issue of attitudes and competences of teachers as an important factor on which depends largely the implementation of inclusive education. In the research we have conducted, we examined how much the projects on inclusion and further training of teachers influenced the change in attitudes towards inclusive education and children with special needs. Research was carried out in two elementary schools whose main difference consisted in the participation in the project of inclusion, which was organized by the Ministry of Education of the Republic of Serbia. The study sample consisted of 33 primary school teachers of the school which was involved in the project and 24 primary school teachers of the school which was not involved in the project. The results of performed research suggest little impact of additional training on inclusion and involvement in the project which induce the need for reorganization and enrichment of future projects.