Izvorni znanstveni članak
Differences in the Opinions of Students and Employed Teachers on the Educational Inclusion of Pupils with Disabilities
Dejana Bouillet
orcid.org/0000-0002-0486-3378
; Učiteljski fakultet Sveučilišta u Zagrebu
Zlatko Bukvić
; Centar za odgoj i obrazovanje “Tomislav Špoljar”
Sažetak
Inclusive education is the basic paradigm of current and modern education. However, many authors are concerned that this goal is not being achieved, while studies continue to confirm that numerous school systems perpetuate the inequality and insufficient involvement of students with disabilities in the process of learning and teaching. This paper is directed at the analysis of the opinions of students at the Faculty of Teacher Education of the University of Zagreb in three phases of their initial education and those of employed teachers in Croatian compulsory schools about inclusive education of pupils with disabilities. It also aims to determine the differences in the opinions of the study’s four groups of informants. These groups were students in their first (187 or 24.2%), third (215 or 27.5%), and fifth (198 or 25.6%) year of study at the Faculty of Teacher Education, as well as teachers who are employed in Croatian primary schools (173 or 22.4%). The total sample of the study was 773 participants.The authors hypothesized that there are statistical significant differences in the opinions among the three groups of students and the group of teachers about the inclusive education of pupils with disabilities, where more positive opinions were expected in the group of students in their fifth and final year of study in comparison with the groups of younger students and the employed teachers. An opinion scale about the inclusion of pupils with disabilities was used and analyzed. The hypothesis was partially confirmed. The results show significant differences in opinions about inclusive education of pupils with disabilities in the groups of students in different years of study and the teachers, but the opinions of the final-year students are less positive in comparison to younger students and employed teachers than was initially expected. The group of third-year students had the most positive opinion.
Ključne riječi
Educational Inclusion; Students with Developmental Disabilities; Initial Teacher Education
Hrčak ID:
141113
URI
Datum izdavanja:
10.7.2015.
Posjeta: 3.724 *