How would able-bodied children perceive a student with an intellectual disability in inclusive physical education?
Sažetak
Uvod: Stavovi dece bez ometenosti o uključivanju učenika sa intelektualnim smetnjama u nastavu fizičkog vaspitanja jedan su od faktora koji utiču na uspešnost procesa fizičkog vaspitanja. Društvene interakcije ovih učenika i učenika sa smetnjama u razvoju su ključne za stvaranje pozitivne klime u učionici. Cilj: Cilj istraživanja bio je da se procene stavovi dece bez ometenosti prema uključivanju učenika sa intelektualnim teškoćama u nastavu fizičkog vaspitanja i uporede razlike između dečaka i devojčica. Metod: U istraživanju su učestvovala 274 učenika bez ometenosti, 153 dečaka (srednja starost 12,34±1,19 godina) i 121 devojčica (srednja starost 12,45±1,23 godine). Korišćena je modifikovana češka verzija CAIPE-R za uključivanje učenika sa intelektualnim invaliditetom (α=.797). Razlike između dečaka i devojčica procenjene su Mann-Whitney U-test. Razlike između dimenzija stava izračunate su Wilcoxon Signed Rank testom. Rezultati: Uključivanje učenika sa intelektualnim teškoćama u nastavu fizičkog vaspitanja prilično pozitivno ocenjuje oba pola dece bez ometenosti (dečaci 2,91±,45 poena; devojčice 3,11±,40 poena). Devojčice su bile pozitivnije prema uključivanju učenika sa intelektualnim teškoćama nego dečaci, što se odrazilo na njihov ukupni (U=6984, p=.00, r=.22) i stav prema sportu (U=6335, p=.00). , r=.28). Dečaci su pozitivnije ocenjivali opšte stavove, nego stavove specifične za sport (Z=-4.97, p=.00, r=.24). Zaključak: Neophodno je da buduća istraživanja prikupe više infomacija o stavovima dece bez ometenosti, nastavnika, kao i rukovodstva škole prema inkluziji, kroz longitudinalna istraživanja.
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