Percepcija roditeljske podrške u karijernom razvoju učenika sa intelektualnom ometenošću

Abstract

Uvod: Roditelji predstavljaju primarni izvor savetovanja, informisanja i posredovanja u karijernom razvoju dece. Kod osoba sa intelektualnom ometenošću tokom svih faza karijernog razvoja neophodna je roditeljska podrška, a posebno je važna u periodu profesionalnog osposobljavanja za rad. Cilj: Osnovni cilj rada je utvrditi kako učenici sa intelektualnom ometenošću percipiraju podršku roditelja tokom obrazovanja za izabrano zanimanje, sa posebnim osvrtom na neke faktore porodičnog i školskog okruženja. Metod: Uzorkom je obuhvaćeno 155 ispitanika sa lakom intelektualnom ometenošću koji se profesionalno osposobljavaju za rad u školama za učenike sa smetnjama u razvoju. U istraživanju je primenjena Skala roditeljske podrške u razvoju karijere (The Career-Related Parental Support Scale) koja procenjuje percepciju adolescenata o podršci roditelja, kroz oblasti instrumentalne pomoći, emocionalne podrške, verbalnog ohrabrivanja i modeliranja u vezi sa karijerom. Rezultati: Na uzorku u celini ispitanici percipiraju najveću podršku roditelja u domenu verbalnog ohrabrivanja, a najmanju u modelovanju u vezi sa karijerom. Veću podršku svojih roditelja u karijernom razvoju uočavaju oni koji žive u porodičnom okruženju sa oba roditelja, kao i oni čiji su roditelji obrazovaniji, zatim učenici starijih razreda i oni koji postižu odličan uspeh, dok razlike u odnosu na pol ispitanika nisu pronađene. Zaključak: Analizom dobijenih rezultata ukazano je na određene nedostatke u oblasti karijernog vođenja i savetovanja učenika sa intelektualnom ometenošću. Dobijeni nalazi upućuju na potrebu unapređivanja saradnje sa porodicama učenika na tom polju i njihovo osnaživanje u vezi sa načinima na koji mogu doprineti karijernom uspehu dece. Takođe, istaknuta je neophodnost proširivanja saznanja iz oblasti karijernog razvoja za dublje razumevanje ključnih problema u ovoj oblasti.

Parents are the primary source of advice, information, and mediation in children’s career development. For persons with intellectual disabilities, parental support is necessary during all stages of career development, and it is especially important in the period of vocational education. Objectives. The main goal of the paper was to determine how students with intellectual disabilities perceived their parents’ support during education for a chosen occupation, with special attention to some factors of the family and school environments. Methodes. The sample consisted of 155 participants with mild intellectual disability undergoing professional training in schools for students with developmental disabilities. The Career-Related Parental Support Scale was used in the research. It was designed to assess adolescent perceptions of parental support across the domains of instrumental assistance, emotional support, verbal encouragement, and career-related modeling. Results. In the sample as a whole, the participants perceived the greatest parental support in the domain of verbal encouragement and the least in career-related modeling. Greater support from their parents in career development was perceived by those who lived in a family environment with both parents, as well as those whose parents were more educated, compared to students of senior classes and those who achieved excellent results, while no differences were found in relation to the gender. Conclusion. The analysis of the obtained results indicated certain deficiencies in the field of career guidance and counseling of students with intellectual disabilities. The obtained f indings point to the need to improve cooperation with students’ families in this field and empower them in relation to the ways in which they can contribute to the career success of children. Also, the necessity of expanding knowledge in the field of career development for a deeper understanding of the key problems in this field was highlighted.