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Preschool teachers’ opinions on the implementation of inclusive practice

dc.creatorĐuričić, Jelena
dc.creatorKudek Mirošević, Jasna
dc.date.accessioned2021-11-05T12:59:29Z
dc.date.available2021-11-05T12:59:29Z
dc.date.issued2021
dc.identifier.isbn978-86-6203-150-1
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/3780
dc.description.abstractUvod: Suvremena gledišta predškolske prakse naglašavaju inkluzivni pristup u kojem se očekuje stvaranje poticajne okoline u kojoj će se svako dijete osjećati sigurno i dobrodošlo, uključujući djecu s teškoćama. To pretpostavlja diferen- cirani pristup u poučavanju sukladno individualnim odgojno-obrazovnim po- trebama svakog djeteta te da odgajatelji i ostali profesionalci u vrtiću preuz- mu odgovornost za planiranje i provođenje aktivnosti kojima će primjenjivati adekvatne individualizirane oblike podrške. Cilj: U skladu s takvim gledištima, cilj ovoga istraživanja je istražiti mišljenja odgajatelja obzirom na godine radnog staža o provođenju inkluzivne prakse u njihovim predškolskim ustanovama s naglaskom na samoprocjenu o individu- aliziranom pristupu u radu s djecom s teškoćama (provođenju radionica, indi- vidualiziranih aktivnosti), suradnji s roditeljima, kao i pružanju podrške djeci od strane stručnih suradnika. Metod: U istraživanju, za koje je izrađen upitnik Provođenje inkluzivne prakse i pružanje podrške djeci s teškoćama predškolske dobi, sudjelovalo je 132 od- gajatelja iz predškolskih ustanova u Republici Hrvatskoj. Za testiranje razlika obzirom na radni staž odgajatelja korišten je Kruskal-Wallis H test. Rezultati: Rezultati su pokazali prema godinama radnog iskustva postojanje razlika u mišljenjima odgajatelja o provođenju radionica (p=0,003) sa svrhom uključivanja i povezivanja djece s teškoćama kao i o ulozi odgajatelja u surad- nji s roditeljima kad je u pitanju obavještavanje roditelja o uočenim poteško- ćama kod djeteta (p=0,019). Zaključak: Rezultati ukazuju na potrebu daljnjega jačanja kompetencija pro- fesionalaca u predškolskom sustavu odgoja i obrazovanja za stvaranje inklu- zivnog okruženja, na izgradnji profesionalnog kapaciteta za diferencirano i individualizirano poučavanje, suradnju s roditeljima djece s teškoćama, kao i za provođenje individualiziranih aktivnosti u radu s djecom s teškoćama.sr
dc.description.abstractIntroduction: Contemporary perspectives on preschool practice emphasize an inclusive approach that is expected to create a supportive environment in which every child will feel safe and welcome, including children with disabilities. This presupposes a differentiated approach following with the individual educational needs of each child and that preschool teachers and other professionals in kindergarten take responsibility for planning and implementing activities that will apply adequate individualized forms of support. Aim: Accordingly, the aim of this research is to investigate the opinions of preschool teachers concerning years of work experience on the implementation of inclusive practice in their preschool institutions with an emphasis on self-assessment of individualized approach working with children with disabilities (workshops, individualized activities), cooperation with parents, as well as providing support to children by professional associates. Method: 132 preschool teachers from preschool institutions in the Republic of Croatia participated in the research, for which the questionnaire Implementing Inclusive Practice and Providing Support to Preschool Children with Disabilities was prepared. The Kruskal-Wallis H test was used to test differences concerning the work experience of preschool teachers. Results: The results showed, according to years of work experience, differences in preschool teachers’ opinions on conducting workshops (p=.003) to involve and connect children with disabilities as well as the role of preschool teachers in cooperation with parents when it comes to informing parents about observed difficulties (p=.019). Conclusion: The results indicate the need to further strengthen the competencies of professionals in the preschool education system to create an inclusive environment, to build professional capacity for differentiated and individualized teaching, to cooperate with parents of children with disabilities, and to implement individualized activities in working with children with disabilities.sr
dc.language.isosrsr
dc.publisherUniverzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitationsr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceZbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.sr
dc.subjectdjeca s teškoćamasr
dc.subjectindividualizirana podrškasr
dc.subjectinkluzivno okruženjesr
dc.subjectkompetencije odgajateljasr
dc.subjectsuradnjasr
dc.subjectchildren with disabilitiessr
dc.subjectcooperationsr
dc.subjectinclusive environmentsr
dc.subjectindividualized supportsr
dc.subjectpreschool teachers’ competenciessr
dc.titleMišljenja odgajatelja o provođenju inkluzivne praksesr
dc.titlePreschool teachers’ opinions on the implementation of inclusive practicesr
dc.typeconferenceObjectsr
dc.rights.licenseBY-SAsr
dc.citation.epage199
dc.citation.spage191
dc.identifier.fulltexthttp://rfasper.fasper.bg.ac.rs/bitstream/id/4283/bitstream_4283.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_rfasper_3780
dc.type.versionpublishedVersionsr


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