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The influence of structured games on peer attitudes toward learning disabled pupils

Rea Fulgosi-Masnjak
Sunčica Dalić Pavelić

Puni tekst: hrvatski, pdf (9 MB) str. 179-190 preuzimanja: 214* citiraj
APA 6th Edition
Fulgosi-Masnjak, R. i Dalić Pavelić, S. (2001). Utjecaj programa strukturiranih igara na promjenu stavova učenika bez teškoća u razvoju prema učenicima s posebnim potrebama u uvjetima integracije. Hrvatska revija za rehabilitacijska istraživanja, 37 (2), 179-190. Preuzeto s https://hrcak.srce.hr/13031
MLA 8th Edition
Fulgosi-Masnjak, Rea i Sunčica Dalić Pavelić. "Utjecaj programa strukturiranih igara na promjenu stavova učenika bez teškoća u razvoju prema učenicima s posebnim potrebama u uvjetima integracije." Hrvatska revija za rehabilitacijska istraživanja, vol. 37, br. 2, 2001, str. 179-190. https://hrcak.srce.hr/13031. Citirano 09.12.2019.
Chicago 17th Edition
Fulgosi-Masnjak, Rea i Sunčica Dalić Pavelić. "Utjecaj programa strukturiranih igara na promjenu stavova učenika bez teškoća u razvoju prema učenicima s posebnim potrebama u uvjetima integracije." Hrvatska revija za rehabilitacijska istraživanja 37, br. 2 (2001): 179-190. https://hrcak.srce.hr/13031
Harvard
Fulgosi-Masnjak, R., i Dalić Pavelić, S. (2001). 'Utjecaj programa strukturiranih igara na promjenu stavova učenika bez teškoća u razvoju prema učenicima s posebnim potrebama u uvjetima integracije', Hrvatska revija za rehabilitacijska istraživanja, 37(2), str. 179-190. Preuzeto s: https://hrcak.srce.hr/13031 (Datum pristupa: 09.12.2019.)
Vancouver
Fulgosi-Masnjak R, Dalić Pavelić S. Utjecaj programa strukturiranih igara na promjenu stavova učenika bez teškoća u razvoju prema učenicima s posebnim potrebama u uvjetima integracije. Hrvatska revija za rehabilitacijska istraživanja [Internet]. 2001 [pristupljeno 09.12.2019.];37(2):179-190. Dostupno na: https://hrcak.srce.hr/13031
IEEE
R. Fulgosi-Masnjak i S. Dalić Pavelić, "Utjecaj programa strukturiranih igara na promjenu stavova učenika bez teškoća u razvoju prema učenicima s posebnim potrebama u uvjetima integracije", Hrvatska revija za rehabilitacijska istraživanja, vol.37, br. 2, str. 179-190, 2001. [Online]. Dostupno na: https://hrcak.srce.hr/13031. [Citirano: 09.12.2019.]

Sažetak
Background:Integration is creating the least restrictive environment for the each learning disabled child which enables him/her to develop through a number of alternatives. Educational integration should primarily facilitate social integration of the learning disabled pupil by eliminating peer segregation mechanisms.
Aim: To test the influence of structured games on peer attiudes toward learning disabled pupils integrated into primary schools.
Methods: Participants were primary school pupils of both sexes aged 10-14 years in whose classrooms learning -disabled pupils were integrated. Once a week during the school year, all classes were included in a program of structured games, which took place after the regular school schedule. The investigation was conducted on two occasions in order to check for possible changes in peer attitudes toward learning-disabled pupils created through their involvement in the structured games.
Results: The initial results showed unfavorable peer attitudes toward learning- disabled pupils integrated into the classroom.After the program of the structured gaes statistically significant positive changes in attitudes toward integrated pupils were noted.
Conclusion: Primary school pupils have significantly improved attitudes toward their learning-disabled peers after involvement in the program of structured games. Therefore, such a program should be broadly used to facilitate psychological attachment in the social environment of learning -disabled children.

Hrčak ID: 13031

URI
https://hrcak.srce.hr/13031

[hrvatski]

Posjeta: 642 *