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

Svetlana Mijatović; Vesna Radovanović

doi:10.5937/specedreh19-28163

Svetlana Mijatović Škola sa domom za učenike oštećenog sluha, Kragujevac, Srbija
Vesna Radovanović Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, Srbija

DOI: https://doi.org/10.5937/specedreh19-28163

Ključne reči: gluvi i nagluvi učenici, osnovnoškolski uzrast, ponašanje

Sažetak

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 strulturu 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 su pokazali da postoje statistički značajne razlike između gluvih i nagluvih i učenika tipičnog razvoja u ponašanju na času: u odnosu na mesto gde sede (χ²= 19.57, df = 8, r_c = .52, p = .01) i pažnju na času (χ² = 16.70, df = 8, r_c = .49, p = .03); na odmoru: u odnosu na igru (χ² = 20.13, df = 8, r_c = .52, p = .01) i u odnosu na autoritet: kada se obraćaju nastavniku (χ²= 7.06, df = 8, r_c = .49, p = .03), u odnosu na naloge (χ² = 27.58, df = 8, r_c = .58, p = .001) i u odnosu na pohvale (χ²= 27.84, df = 8, r_c = .59, = .001). Uzrast, pol, školski uspeh i tip amplifikacije 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), rasvetlile bi se neke od nepoznanica vezanih za ponašanje gluvih i nagluvih učenika.

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