Odgojno-obrazovne teme, Vol. 6 No. 2, 2023.
Pregledni rad
https://doi.org/10.53577/oot.6.2.1
Attitudes of inclusive educators towards inclusion
Nina Volčanjk
orcid.org/0000-0002-4482-0671
; OŠ Bojana Ilicha Maribor
Sažetak
An educator who has completed an additional master’s degree in inclusive education (hereafter referred to as an inclusive educator) can be employed at several positions in a regular primary school. The research presents the understanding of inclusion of five inclusive educators working at different positions in a regular primary school. For the purpose of our research, we used a semi-structured interview and focused on inclusive educators’ attitudes towards inclusion, differences between their positions, their sense of competence in implementing inclusive practices, and the barriers they identified in the process of achieving inclusion. Based on the responses, we aimed to deepen the understanding of each of the inclusive educators and to highlight the conditions that hinder or enable the implementation of an inclusive environment. The study shows that the respondents have a favourable inclination to adopt inclusive practices and a positive attitude towards inclusion. All respondents have a sense of competence, but emphasise the importance of continuous improvement and training. There is considerable variability in the positions, tasks and groups of children with special needs that inclusive educators encounter. As a result, there are different barriers in different roles that hinder the integration of inclusive teaching methods.
Ključne riječi
inclusive educator; inclusion; challenges; special needs
Hrčak ID:
312093
URI
Datum izdavanja:
22.12.2023.
Posjeta: 156 *