Karakteristike ponašanja gluvih i nagluvih i učenika tipičnog razvoja u vaspitno-obrazovnom procesu

Abstract

Introduction. In addition to family, school has an irreplaceable role in the development and behavior of children, because it it is a place of social interaction between students, students and teachers, as well as other adults, which differs significantly from the interaction within immediate and extended family. Objectives. This research aimed to determine and describe the behavior of deaf and hard of hearing children and children of typical development in different school situations. Methods. The sample consisted of 52 lower elementary school students, 7 to 11 years of age, divided into two groups - group A with 26 deaf and hard of hearing students, and group B with 26 students of typical development. With regard to gender, the sample consisted of 34 (65.4%) male students and 18 (34.6%) female students. The Questionnaire for assessing the behavior of younger school children was used in this research. Results. The results of the research showed that there were statistically significant differences between deaf and hard of hearing students and students of typical development in class behavior: with regard to the place where they sat (ch2 = 19.57, df = 8, rc = .52, p = .01), and attention during lessons (ch2 = 16.70, df = 8, rc = .49, p = .03); during recess: with regard to playing (ch2 = 20.13, df = 8, rc = .52, p = .01); or with regard to authority: when they addressed teachers (ch2 = 7.06, df = 8, rc = .49, p = .03), received orders (ch2 = 27.58, df = 8, rc = .58, p = .001) and praise (ch2 = 27.84, df = 8, rc = .59, p = .001). Age, gender, school success, and the type of amplification in deaf and hard of hearing students did not prove to be factors that significantly affected student behavior. Conclusion. More extensive research on personal (degree of hearing loss, language competence), family (parent-child dyad) and social factors (inclusive and non-inclusive education), would explain some of the unknowns related to the behavior of deaf and hard of hearing students.

Uvod: Pored porodice, škola ima nezamenjivu ulogu u razvoju i ponašanju dece jer se u njoj ostvaruje značajan deo socijalnih interakcija između samih učenika, učenika i nastavnika, kao i drugih odraslih osoba, koje se bitno razlikuju od interakcija koje dete ostvaruje u okviru uže i šire porodice. Cilj: Cilj istraživanja je bio da se utvrdi i opiše ponašanje gluve i nagluve dece i dece tipičnog razvoja u različitim školskim situacijama. Metode: Uzorak je činilo 52 učenika nižih razreda osnovne škole uzrasta od 7 do 11 godina, podeljenih u dve grupe - grupu A, sa 26 gluvih i nagluvih i grupu B, sa 26 učenika tipičnog razvoja. Polnu strukturu uzorka činilo je 34 (65.4%) učenika muškog i 18 (34.6%) učenika ženskog pola. U istraživanju je korišćen Upitnik za procenu ponašanja dece mlađeg školskog uzrasta. Rezultati: Rezultati istraživanja pokazali su da postoje statistički značajne razlike između gluvih i nagluvih i učenika tipičnog razvoja u ponašanju na času: u odnosu na mesto gde sede (ch2 = 19.57, df = 8, rc = .52, p = .01) i pažnju na času (ch2 = 16.70, df = 8, rc = .49, p = .03); na odmoru - u odnosu na igru (ch2 = 20.13, df = 8, rc = .52, p = .01) i u odnosu na autoritet - kada se obraćaju nastavniku (ch2 = 7.06, df = 8, rc = .49, p = .03), u odnosu na naloge (ch2 = 27.58, df = 8, rc = .58, p = .001) i u odnosu na pohvale (ch2 = 27.84, df = 8, rc = .59, = .001). Uzrast, pol, školski uspeh i tip amplifkacije kod gluvih i nagluvih učenika nisu se pokazali kao faktori koji u značajnoj meri utiču na ponašanje učenika. Zaključak: Istraživanje širih razmera, sagledavanje ličnih (stepen oštećenja sluha, jezičke kompetencije), porodičnih (dijada roditelj-dete) i društvenih faktora (inkluzivni i neinkluzivni uslovi obrazovanja) rasvetlilo bi se neke od nepoznanica vezanih za ponašanje gluvih i nagluvih učenika.