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Construction of questionnaire for kindergarten teachers about the attitudes towards inclusion of children with disabilities

dc.creatorSindik, Joško
dc.date.accessioned2021-08-25T10:36:03Z
dc.date.available2021-08-25T10:36:03Z
dc.date.issued2013
dc.identifier.issn1452-7367
dc.identifier.issn2406-1328 (eISSN)
dc.identifier.urihttps://www.casopis.fasper.bg.ac.rs/
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/3408
dc.description.abstractGlavni cilj istraživanja bio je konstruirati mjerni instrument o stavovima prema inkluziji za potrebe vrednovanja edukacije o inkluziji. Ispitan je uzorak odgojiteljica iz dječjih vrtića u Osijeku i Zagrebu, pri mjenom upitnika Stavovi stručnjaka prema inkluziji djece s teškoćama u razvoju. Utvrdili smo postojanje sedam latentnih dimenzija stavova prema inkluziji. Dimenzije stavova prema inkluziji, izvedene kao jed nostavne linearne kombinacije čestica koje definiraju pojedini faktor, pokazuju nisku i granično zadovoljavajuću pouzdanost, koja varira od vrlo niske (organizacijska prilagodba, kriteriji praćenja inkluzije) do osrednje visoke. Od svih povezanosti između dimenzija stavova prema inkluziji, više od trećine ih je većinom nisko, ali statistički značajno i pozitivno povezanih. Na temelju utvrđenih metrijskih karakteristi ka, mjerni instrument može se smatrati dovoljno dobrim inicijalnim polazištem za konstrukciju finalne verzije instrumenta namijenjenog vrednovanju edukacije o inkluziji za odgojiteljice predškolske djecesr
dc.description.abstractThe main objective of this study was to construct an measuring instrument for estimating the attitudes about inclusion. The sample of predchool teachers from kindergartens in Osijek and Zagreb was examined, using the questionnaire Atittudes of the experts about the inclusion of children with development disabilities. We have confirmed the existence of seven latent dimensions of attitudes about the inclusion, defined as a simple linear combination of the items that define each factor, showing low and marginally satisfactory reliability, which ranges from very low (organizational adaptation, monitoring the inclusion criteria) to moderately high. From all the correlations between the dimensions of attitudes about inclusion, more than a third of them are mainly low, but statistically significantly and positively correlated. Based on the established metric characteristics, measuring instrument can be considered sufficiently good initial starting point for the construction of the final version of the instrument, intended for the evaluation of training on inclusion of preschool children’s teachers.sr
dc.language.isosrsr
dc.publisherUniverzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitacijusr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceSpecijalna edukacija i rehabilitacijasr
dc.subjectdjeca s teškoćama u razvojusr
dc.subjectfaktori stavovasr
dc.subjectinkluzijasr
dc.subjectmjerni instrumentsr
dc.subjectodgoj i obrazovanjesr
dc.subjectmetric characteristicssr
dc.subjectinclusionsr
dc.subjectpreschoolsr
dc.subjectattitudessr
dc.subjectfactors of the attitudessr
dc.titleKonstrukcija upitnika stavova odgojiteljica prema inkluziji djece s teškoćama u razvoju u dječje vrtićesr
dc.titleConstruction of questionnaire for kindergarten teachers about the attitudes towards inclusion of children with disabilitiessr
dc.typearticlesr
dc.rights.licenseBY-SAsr
dc.citation.epage334
dc.citation.issue3
dc.citation.rankM51
dc.citation.spage309
dc.citation.volume12
dc.identifier.doi10.5937/specedreh12-3506
dc.identifier.fulltexthttp://rfasper.fasper.bg.ac.rs/bitstream/id/2634/bitstream_2634.pdf
dc.type.versionpublishedVersionsr


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