Acta Iadertina, Vol. 20 No. 01, 2023.
Stručni rad
https://doi.org/10.15291/ai.4213
Teachers in Inclusive Education
Karla MATIĆ
orcid.org/0009-0005-0452-501X
; Centar za odgoj i obrazovanje Juraj Bonači, Split, Hrvatska
Petra KASAP
; Prometno-tehnička škola Šibenik, Šibenik, Hrvatska
Sažetak
In the educational sense inclusion is defined as active inclusion of pupils
with disabilities in the regular teaching process (Subotić, 2014).
In this context, teachers represent the most important bond between
students and the school as an institution, therefore they are considered
as one of the key factors in adapting children with disabilities to attend
the school program (Rajović and Jovanović, 2010). The aim of this
work was to examine how teachers from Zadar perceive the inclusion
of children with disabilities, how they perceive their own competences
for this form of work and what obstacles they encounter. For this
purpose, 5 semi-structured interviews were conducted with teachers
from Zadar (Primary school Stanovi), after which the collected data
were transcribed and analyzed. It was determined that teachers see
inclusion as an educational practice that promotes tolerance and cooperative
behavior, that they evaluate it as a professional challenge, but
at the same time emphasize the need for professional training and the
acquisition of additional competences. Moreover, teachers emphasized
the importance of cooperation with assistants, professional associates,
and parents in order to inclusion to be successful, while they recognized
insufficient support from the school system (material and financial resources)
as a significant barrier in the quality of work performance.
Ključne riječi
inclusion, children with disabilities, teachers, classroom teaching, cooperation
Hrčak ID:
307933
URI
Datum izdavanja:
27.7.2023.
Posjeta: 379 *