Izvorni znanstveni članak
Teachers, professional associates, and secondary school principals on the effectiveness of implementing inclusive education for students with disabilities
Koraljka Bakota
orcid.org/0000-0001-6664-5993
; Poliklinika za rehabilitaciju slušanja i govora SUVAG, Ul. kneza Ljudevita Posavskog 10, 10000 Zagreb, Hrvatska
Katarina Pavičić Dokoza
orcid.org/0000-0002-9918-7906
; Poliklinika za rehabilitaciju slušanja i govora SUVAG, Ul. kneza Ljudevita Posavskog 10, 10000 Zagreb, Hrvatska
Marija Žagmešter Kemfelja
orcid.org/0000-0003-4924-1756
; Poliklinika za rehabilitaciju slušanja i govora SUVAG, Ul. kneza Ljudevita Posavskog 10, 10000 Zagreb, Hrvatska
*
* Autor za dopisivanje.
Sažetak
Inclusive education is an educational approach that advocates the inclusion of all students in the education system, regardless of their different abilities. Since the main stakeholders of inclusive education are teachers, professional associates, and school principals, their opinion is crucial for the successful implementation of this complicated process. The aim of this study was to investigate the views of teachers, professional associates and principals in secondary schools (N=517) on the effectiveness of inclusive education implementation in secondary schools in the Republic of Croatia. The results of this study show that indicators of the success of inclusive education in secondary schools include acceptance of students with disabilities by their peers, successful completion of secondary school and aspiration to further education. Teachers, professional associates and school principals believe that they are well versed in methodological adaptations and are aware of the abilities and limitations of students with disabilities. The research found a statistically significant correlation between collaboration between secondary schools and parents of students with disabilities and successful inclusive education. Professional associates were found to provide the greatest support to teachers in educating students with disabilities. There is also a recognized need for more in-service training and professional visits from mobile teams equipped by experts specializing in specific difficulties. The study highlights how important it is for the success of inclusive education to update textbooks to include inclusive and universal design.
Ključne riječi
inclusion; education; secondary schools; students with disabilities
Hrčak ID:
319348
URI
Datum izdavanja:
17.7.2024.
Posjeta: 0 *