Teachers’ opinions on the inclusion of children with Down syndrome in regular schools
Sažetak
Uvod: Implementacija inkluzivnih praksi u velikoj meri zavisi od nastavnika i njihovog mišljenja o vaspitno-obrazovnoj inkluziji dece sa teškoćama u razvoju. Dokazano je da na mišljenje nastavnika utiče vrsta teškoće u razvoju. Ciljevi: Primarni cilj istraživanja je utvrditi mišljenje nastavnika o inkluziji dece sa Daunovim sindromom u redovne škole. Posebni ciljevi istraživanja su da se ispita da li postoje razlike u mišljenju u odnosu na faktore od strane nastavnika, i to: pol, hronološko doba, radni staž, iskustvo u radu i edukacije o radu sa učenicima sa teškoćama u razvoju. Metod: Uzorak istraživanja je prigodni i čini ga 70 nastavnika iz Jajca, Bosna i Hercegovina. Mišljenje je ispitano upitnikom konstruisanim za potrebe istraživanja. Rezultati: Rezultati su pokazali da nastavnici imaju povoljno mišljenje o inkluziji dece sa Daunovim sindromom u redovne škole na ukupnom skoru. Pokazalo se da se mišljenja nastavnika razlikuju u odnosu na pol i radni staž. Nastavnice izražavaju povoljnije mišljenje u odnosu na nastavnike, a nastavnici sa više od trideset godina radnog iskustva izražavaju negativno mišljenje. Mišljenje nastavnika se ne razlikuje u odnosu na hronološko doba, iskustvo u radu i edukacije o radu sa decom sa teškoćama u razvoju. Rezultate istraživanja treba analizirati u odnosu na ograničenja istraživanja na koja se ukazalo u diskusiji i u budućim istraživanjima pokušati da se ona otklone. Zaključak: Postoji potreba za sistemskim i kontinuiranim radom na implementiranju inkluzivne politike, kulture i prakse u školama, kao i za edukacijom nastavnika o karakteristikama i načinima rada sa decom sa Daunovim sindromom i drugim vrstama teškoća u razvoju.
Reference
Ahmmed, M., Sharma, U., & Deppeler, J. (2012). Variables affecting teachers' attitudes towards inclusive education in Bangladesh. Journal of Research in Special Educational Needs, 12(3), 132-140. https://doi.org/10.1111/j.1471-3802.2011.01226.x
Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401-416. https://doi.org/10.1080/136031108025049034
Aldosari, M. S. (2022). Factors affecting middle school teachers' attitudes toward the inclusion of students with disabilities. Frontiers in Psychology, 13, 853696. https://doi.org/10. 3389/fpsyg.2022.853696
Alsolami, A., & Vaughan, M. (2023). Teacher attitudes toward inclusion of students with disabilities in Jeddah elementary schools. PloS ONE, 18(1), e0279068. https://doi.org/10.1371/journal.pone.0279068
Al-Zyoudi, M. (2006). Teachers' attitudes towards inclusive education in Jordanian schools. International Journal of Special Education, 21(2), 55-62.
Avramidis, E., & Norwich, B. (2002). Mainstream teachers' attitudes towards inclusion/integration: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147. https://doi.org/10.1080/08856250210129056
Bhatnagar, N., & Das, A. (2013). Attitudes of secondary school teachers towards inclusive education in New Delhi, India. Journal of Research in Special Education Needs, 14(4), 255-263. http://dx.doi.org/10.1111/1471-3802.12016
Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers' attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4), 369-379. https://doi.org/10.1080/13668250310001616407
de Boer, A., Pijl, S-J., & Minnaert, A. (2011. Regular primary schoolteachers' attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331-353. https://doi.org/10.1080/13603110903030089
Đorđević, S., Stanojević, D., & Đorđević, L. (2018). Attitudes towards inclusive education from the perspective of teachers and professional associates. Teme, XLII(1), 1-15. https://doi.org/10.22190/TEME1801001D
Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32. http://dx.doi.org/10.1080/1359866X.2010.540850
Fox, S., Farrell, P., & Davis, P. (2004). Factors associated with the effective inclusion of primary-aged pupils with Down's syndrome. British Journal of Special Education, 31(4), 184-190. https://doi.org/10.1111/j.0952-3383.2004.00353.x
Fu, W., Xie, Y., Li, R., & He, X. (2021). General teachers' attitude toward inclusive education in Yunnan Province in China. International Journal of Psychology and Psychoanalysis, 7, 052. https://doi.org/10.23937/2572-4037.1510052
Galaterou, J., & Alexander-Stamatios, A. (2017). Teachers' attitudes towards inclusive education: The role of job stressors and demographic parameters. International Journal of Special Education, 32(4), 643-658. https://files.eric.ed.gov/fulltext/EJ1184123.pdf
Gallego-Ortega, J. L., & Rodríguez-Fuentes, A. (2021). Teaching attitudes towards students with disabilities. Mathematics, 9, 1637. https://doi.org/10.3390/math 9141637
Galović, D., Brojčin, B., & Glumbić, N. (2014). The attitudes of teachers towards inclusive education in Vojvodina. International Journal of Inclusive Education, 18(12), 1262-1282. https://doi.org/10.1080/13603116.2014.886307
Gilmore, L., Campbell, J., & Cuskelly, M. (2003). Developmental expectations, personality stereotypes, and attitudes towards inclusive education: Community and teacher views of Down syndrome. International Journal of Disability, Development and Education, 50(1), 65-76. https://doi.org/10.1080/1034912032000053340
Guillemot, F., Lacroix, F., & Nocus, I. (2022). Teachers' attitude towards inclusive education from 2000 to 2020: An extended meta-analysis. International Journal of Educational Research, 3, 100175. https://doi.org/10.1016/j.ijedro.2022.100175
Istiarsyah, Dawi, A.H, Ahmad. N.A. (2019). The Influence of Special Education Training on Teachers’ Attitudes towards Inclusive Education: Case Study in Aceh Province, Indonesia. International Journal of Academic Research in Progressive Education and Development, 8(4), 1017-1027. http://dx.doi.org/10.6007/IJARPED/v8-i4/6901
Japundža-Milisavljević, M. M., Đurić-Zdravković, A. A., & Milanović-Dobrota, B. Z. (2022). Stavovi prosvetnih radnika prema inkluziji. Specijalna edukacija i rehabilitacija, 21(1), 15-30. https://doi.org/10.5937/specedreh21-34279
Johnson, D. (2006). Listening to the views of those involved in the inclusion of pupils with Down's syndrome into mainstream schools. Support for Learning, 21(1), 24-29. https://doi.org/10.1111/j.1467-9604.2006.00396.x
Jury, M., Perrin, A. -L., Rohmer, O., & Desombre, C. (2021). Attitudes toward inclusive education: An exploration of the interaction between teachers' status and students' type of disability within the French context. Frontiers in Education, 6, Article 655356. https://doi.org/10.3389/feduc.2021.655356
Killoran, I., Woronko, D. & Zaretski, H. (2013). Exploring preservice teachers' attitudes towards inclusion, International Journal of Inclusive Education, 18(4), 427-442, https://doi.org/10.1080/13603116.2013.784367
Koliqi, D., & Zabeli, N. (2021). Identification of factors affecting elementary teachers' attitudes towards inclusion in Kosovo: The role of demographic variables. In M. Carmo (Ed.), Education and New Developments 2021 (pp. 290-293). https://doi.org/10.36315/2021 end062
Koliqi, D., & Zabeli, N. (2022). Variables affecting the attitudes of teachers' towards inclusive education in Kosovo. Cogent Education, 9(1), Article 2143629. https://doi.org/10.1080/ 2331186X.2022.2143629
Krause, N. (2020). Teachers' attitudes towards the inclusion of children with Down's syndrome within mainstream educational settings and the influencing variables [Doctoral Thesis, Cardiff University School of Psychology]. ORCA. https://orca.cardiff.ac.uk/id/eprint/ 133929
Lambe, J., & Bones, R. (2006). Students teachers' perceptions about inclusive classroom teaching in Northern Ireland prior to teaching practice experience. European Journal of Special Needs Education, 21(2), 167-186. https://doi.org/10.1080/08856250600600828
Lika, R. (2016, May 23-25). Teacher's attitude towards the inclusion of students with disabilities in regular schools [Paper presented at the Conference]. International Conference on Innovations in Science and Education, Prague, Czech Republic. https://www.researchgate.net/publication/309096311_TEACHER'S_ATTITUDE_TOWARDS_THE_INCLUSION_OF_STUDENTS_WITH_DISABILITIES_IN_REGULAR_SCHOOLS
Lindner, K. -T., Alnahdi, G. H., Wahl, S., & Schwab, S. (2019). Perceived differentiation and personalization teaching approaches in inclusive classrooms: Perspectives of students and teachers. Frontiers in Education, 4, Article 58. https://doi.org/10.3389/feduc. 2019.00058
Mahajan, M. (2015). Attitude of teachers towards inclusive education. GHG Journal of Sixth Thought, 2(2), 64-68. http://www.ghgcollegesadhar.org/files/education/journal/j_14_ 10_2015.pdf
Mbwambo, A. B., & Nes, K. (2022). Teachers' attitudes towards inclusive education in regular primary schools in Tanzania. Direct Research Journal of Education and Vocational Studies, 4(6), 174-178. https://doi.org/10.26765/DRJEVS668917330
Miloš, I., & Vrbić, V. (2015). Stavovi odgajatelja prema inkluziji. Dijete, vrtić, obitelj, 20(77/78), 60-63. https://hrcak.srce.hr/169984
Mouchritsa, M., Romero, A., Garay, U., & Kazanopoulos, S. (2022). Teachers' attitudes towards inclusive education at Greek secondary education schools. Education Science, 12, 404. https://doi.org/10.3390/educsci12060404
Odongo, G., & Davidson, R. (2016). Examining the attitudes and concerns of the Kenyan teachers toward the inclusion of children with disabilities in the general education classroom: A mixed methods study. International Journal of Special Education, 31(2), 209-227.
Ozer, D., Nalbant, S., Aǧlamıș, E., Baran, F., Kaya Samut, P., Aktop, A., & Hutzler, Y. (2013). Physical education teachers' attitudes towards children with intellectual disability: The impact of time in service, gender, and previous acquaintance. Journal of Intellectual Disability Research, 57(11), 1001-1013. https://doi.org/10.1111/j.1365-2788.2012. 01596.x
Parasuram, K. (2006). Variables that affect teachers' attitudes towards disability and inclusive education in Mumbai, India. Disability & Society, 21(3), 231-242. https://doi.org/10. 1080/09687590600617352
Petley, K. (1994). An investigation into the experiences of parents and head teachers involved in the integration of primary aged children with Down syndrome into mainstream school. Down Syndrome Research and Practice, 2(3), 91-96. https://doi.org/10.3104/reports.36
Petty, H., & Sadler, J. (1996). The integration of children with Down syndrome in mainstream schools: Teachers' knowledge, needs, attitudes and expectations. Down Syndrome Research and Practice, 4(1), 15-24. https://doi.org/10.3104/reports.59
Priyadarshini, S., & Thangarajathi, S. (2016). Effect of selected variables on regular school teachers attitude towards inclusive education. Journal on Educational Psychology, 10(3), 28-38. http://dx.doi.org/10.26634/jet.10.3.10381
Radojlovic, J., Kilibarda, T., Radevic, S., Maricic, M., Parezanovic Ilic, K., Djordjic, M., Colovic, S., Radmanovic, B., Sekulic, M., Djordjevic, O., Niciforovic, J., Simic Vukomanovic, I., Janicijevic, K., & Radovanovic, S. (2022). Attitudes of primary school teachers toward inclusive education. Frontiers in Psychology, 13, 891930. https://doi.org/10.3389/fpsyg. 2022.891930
Rietveld, C. M. (1986). The adjustment to school of eight children with Down's syndrome from an early intervention program. Australia & New Zealand Journal of Developmental Disabilities, 12(3), 159-175. https://doi.org/10.3109/13668258609084080
Rietveld, C. M. (1988). Adjusting to School: Eight Children with Down's Syndrome (Item 2. SET: Research Information for Teachers, n1). https://files.eric.ed.gov/fulltext/ ED301976.pdf
Sabella, T. V. (2015). Teachers' attitudes toward inclusion of children with disabilities in rural El Salvador [Doctoral Dissertation, University of Maryland]. DRUM – Digital Repository at the University of Maryland. https://drum.lib.umd.edu/bitstream/handle/ 1903/18143/Sabella_umd_0117E_16860.pdf?sequence=1
Saloviita, T. (2018). Attitudes of Teachers towards Inclusive Education in Finland. Scandinavian Journal of Educational Research, 64(2), 270-282. https://doi.org/10.1080/ 00313831.2018.1541819
Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (2011). Understanding teachers' attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51-68. https://doi.org/10.1080/08856257.2011.613603
Scanlon, G., Radeva, S., Pitsia, V., Maguire, C., & Nikolaeva, S. (2022). Attitudes of teachers in Bulgarian kindergartens towards inclusive education. Teaching and Teacher Education, 21, 103650. https://doi.org/10.1016/j.tate.2022.103650
Shari, M., & Vranda, M. N. (2016). Attitude of primary school teachers towards children with learning disabilities. Journal of Indian Association for Child and Adolescent Mental Health, 12(4), 323-335. https://doi.org/10.1177/0973134220160404
Singh, S., Kumar, S., & Singh, R. K. (2020). A Study of attitude of teachers towards inclusive education. Shanlax International Journal of Education, 9(1), 189-197. https://doi.org/10.34 293/education.v9i1.3511
UNESCO. (2015). Education 2030. Incheon declaration and framework for action for the implementation of sustainable development goal 4. https://uis.unesco.org/sites/ default/files/documents/education-2030-incheon-framework-for -action-implementation -of-sdg4-2016-en_2.pdf
Valchou, A. (1993). Attitudes and experience of integration. Down Syndrome Research and Practice, 1(2), 75-79. https://doi.org/10.3104/reports.14
Vaz, S., Wilson, N., Falkmer, M., Sim, A., Scott, M., Cordier, R., et al. (2015). Factors associated with primary school teachers' attitudes towards the inclusion of students with disabilities. PLoS ONE, 10(8), e0137002. https://doi.org/10.1371/journal.pone.0137002
Wishart, J. G., & Manning G. (1996). Trainee teachers' attitudes to inclusive education for children with Down's syndrome. Journal of Intellectual Disability Research, 40(1), 56-65. https://doi.org/10.1111/j.1365-2788.1996.tb00603.x
Völlinger, V.A., Supanc, M. (2020). Student teachers' attitudes towards cooperative learning in inclusive education. European Journal of Psychology Education, 35, 727–749. https://doi.org/10.1007/s10212-019-00435-7
Zabeli, N. & Gjelaj, M. (2020). Preschool teacher's awareness, attitudes and challenges towards inclusive early childhood education: A qualitative study. Cogent Education, 7(1), article no. 1791560. https://doi.org/10.1080/2331186X.2020.1791560
Sva prava zadržana (c) 2024 Specijalna edukacija i rehabilitacija
Ovaj rad je pod Creative Commons Autorstvo-Deli pod istim uslovima 4.0 međunarodnom licencom.