Odgovori nastavnika na anksioznost učenika s poremećajem iz spektra autizma: Predlog prediktivnog modela
Sažetak
Uvod: Učenici s poremećajem iz spektra autizma (PSA) doživljavaju kliničke ili subkliničke nivoe anksioznosti koji problematizuju mogućnosti komunikacije i socijalne interakcije. Trenutni obrazovni zahtevi iziskuju istraživanje varijabli povezanih sa posredovanjem odgovora nastavnika na anksioznost učenika sa PSA. Cilj: Predložiti prediktivni model zasnovan na posredujućim varijablama odgovora nastavnika na anksioznost učenika sa PSA u inkluzivnim školama. Metode: Ovaj rukopis je fokusiran na pregled varijabli: znanja o PSA, strategije emocionalne regulacije, iskustva u specijalnom/inkluzivnom obrazovanju i stavovi nastavnika prema inkluziji. Rezultati: Dokazi sugerišu da su razmotrene varijable ključne u odgovorima nastavnika na anksioznost učenika sa PSA. Na osnovu ovog nalaza, predložen je model koji povezuje visoko znanje o PSA, kognitivno ponovno procenjivanje kao strategiju emocionalne regulacije, pozitivan stav i iskustvo u specijalnom i/ili inkluzivnom obrazovanju sa odgovorima nastavnika koji promovišu autonomiju, dok su indikatori kao što su slabo znanje o učenicima sa PSA, ekspresivno potiskivanje kao strategija emocionalne regulacije, negativan stav i malo iskustva u specijalnom i/ili inkluzivnom obrazovanju povezani sa odgovorima koji problematizuju simptome anksioznosti kod učenika sa PSA. Zaključak: Prediktivni model koji je ovde predložen je spekulativan, ali teoretski otvara put mogućim empirijskim studijama koje će demonstrirati njegovu validnost.
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