Original scientific paper
DIFFERENCES IN THE ATTITUDES AND COMPETENCES OF TEACHER EDUCATION STUDENTS AND STUDENTS OF HELPING PROFESSION STUDIES ON THE INCLUSION OF CHILDREN WITH DEVELOPMENTAL DIFFICULTIES IN EDUCATIONAL INSTITUTIONS
Mateja Novak
; student, J. J. Strossmayer University of Osijek, Faculty of Law Osijek
Lara Rašić
; student, J. J. Strossmayer University of Osijek, Faculty of Law Osijek
Supplements: Novak, Rašić.pdf
Abstract
This research examines whether there are differences in the attitudes of teacher education students and students of helping professions towards inclusion and their competence for the inclusion of children with developmental disabilities in educational institutions and whether there is a connection between the amount of theoretical and practical teaching during studies and attitudes about inclusion. 187 students majoring in teacher education and helping professions students participated in the research. The research was conducted online using four questionnaires. The results of the research show that there are differences between the attitudes of teacher education students and students of helping professions. Helping professions students expressed more positive attitudes about inclusion and their own competence to work with children with developmental disabilities compared to teacher education students. Correlation analysis established a statistically significant relationship between the amount of theoretical and practical classes at the study and attitudes about inclusion, and it was determined that students with a greater amount of theoretical and practical classes with children with developmental disabilities have more positive attitudes towards their inclusion compared to students without theoretical and practical lessons during their studies.
Keywords
children with developmental disabilities; inclusion; competences; attitudes; teaching students; students of helping professions; teaching
Hrčak ID:
306197
URI
Publication date:
17.7.2023.
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