Stavovi učenika tipičnog razvoja prema inkluzivnom obrazovanju u Republici Srpskoj
Sažetak
Uvod: Stavovi učenika tipičnog razvoja, te njihova priprema za prihvatanje i saradnju sa vršnjacima s ometenošću, važan su faktor za realizaciju i uspjeh inkluzivnog obrazovanja. Cilj: Cilj istraživanja je da se utvrde stavovi učenika tipičnog razvoja prema inkluzivnom obrazovanju i njihova povezanost sa stavovima prema osobama s ometenošću, učestalošću kontakta, klimom u odjeljenju, polom i razredom. Metode: Uzorak čini 331 učenik od trećeg do petog razreda redovne osnovne škole. Podjeljen je na dva poduzorka: ispitanike koji pohađaju inkluzivna i neinkluzivna odjeljenja. Za procjenu su korišteni: Skala za procjenu stavova vršnjaka prema osobama sa hendikepom, Čedok‒Mekmasterova skala za procjenu stavova prema osobama sa hendikepom, Skala za procjenu kontakta sa osobama s ometenošću i Inventar moga odjeljenja. Rezultati: Rezultati pokazuju da su stavovi učenika prema inkluzivnom obrazovanju vršnjaka s ometenošću pretežno negativni. Kao značajni prediktori ovih stavova izdvojili su se: učestalost kontakta, nesuglasice, kompetitivnost i razred koji učenici pohađaju. S druge strane, pohađanje odjeljenja zajedno sa vršnjacima s ometenošću, stavovi prema osobama s ometenošću, zadovoljstvo odjeljenjem i pol nisu bili značajni prediktori. Zaključak: Rezultati ukazuju na potrebu za ranom pripremom učenika tipičnog razvoja za zajedničko obrazovanje sa vršnjacima s ometenošću kroz kontakt i njegovanje saradničke klime u odjeljenju.
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