Promena stavova budućih defektologa prema inkluzivnom obrazovanju
The perception of inclusive education of future special educators
Authors
Brojčin, Branislav
Banković, Slobodan

Glumbić, Nenad

Contributors
Glumbić NenadVučinić Vesna
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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
E...ducation 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.
Keywords:
inkluzivno obrazovanje / stavovi / studenti / inclusive education / attitudes / studentsSource:
Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011., 2011, 101-107Publisher:
- Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Funding / projects:
Collections
Institution/Community
rFASPERTY - CONF AU - Brojčin, Branislav AU - Banković, Slobodan AU - Glumbić, Nenad PY - 2011 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/1980 AB - 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. AB - 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. PB - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation C3 - Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011. T1 - Promena stavova budućih defektologa prema inkluzivnom obrazovanju T1 - The perception of inclusive education of future special educators EP - 107 SP - 101 UR - https://hdl.handle.net/21.15107/rcub_rfasper_1980 ER -
@conference{ author = "Brojčin, Branislav and Banković, Slobodan and Glumbić, Nenad", year = "2011", 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.", publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation", journal = "Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011.", title = "Promena stavova budućih defektologa prema inkluzivnom obrazovanju, The perception of inclusive education of future special educators", pages = "107-101", url = "https://hdl.handle.net/21.15107/rcub_rfasper_1980" }
Brojčin, B., Banković, S.,& Glumbić, N.. (2011). Promena stavova budućih defektologa prema inkluzivnom obrazovanju. in Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011. Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 101-107. https://hdl.handle.net/21.15107/rcub_rfasper_1980
Brojčin B, Banković S, Glumbić N. Promena stavova budućih defektologa prema inkluzivnom obrazovanju. in Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011.. 2011;:101-107. https://hdl.handle.net/21.15107/rcub_rfasper_1980 .
Brojčin, Branislav, Banković, Slobodan, Glumbić, Nenad, "Promena stavova budućih defektologa prema inkluzivnom obrazovanju" in Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011. (2011):101-107, https://hdl.handle.net/21.15107/rcub_rfasper_1980 .