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https://doi.org/10.15516/cje.v21i2.3107

Estimate of Implementation of Educational Inclusion by Primary School Teachers and High School Teachers

Anela Nikčević-Milković   ORCID icon orcid.org/0000-0001-6216-456X ; University of Zadar, Department of Teacher Education Studies in Gospić
Denis Jurković   ORCID icon orcid.org/0000-0003-4408-5117 ; University of Zadar, Department of Teacher Education Studies in Gospić
Josip Durdov   ORCID icon orcid.org/0000-0002-2441-8888 ; Primary school Dr Jure Turić in Gospić

Puni tekst: engleski, pdf (365 KB) str. 599-638 preuzimanja: 106* citiraj
APA 6th Edition
Nikčević-Milković, A., Jurković, D. i Durdov, J. (2019). Estimate of Implementation of Educational Inclusion by Primary School Teachers and High School Teachers. Croatian Journal of Education, 21 (2), 599-638. https://doi.org/10.15516/cje.v21i2.3107
MLA 8th Edition
Nikčević-Milković, Anela, et al. "Estimate of Implementation of Educational Inclusion by Primary School Teachers and High School Teachers." Croatian Journal of Education, vol. 21, br. 2, 2019, str. 599-638. https://doi.org/10.15516/cje.v21i2.3107. Citirano 03.12.2020.
Chicago 17th Edition
Nikčević-Milković, Anela, Denis Jurković i Josip Durdov. "Estimate of Implementation of Educational Inclusion by Primary School Teachers and High School Teachers." Croatian Journal of Education 21, br. 2 (2019): 599-638. https://doi.org/10.15516/cje.v21i2.3107
Harvard
Nikčević-Milković, A., Jurković, D., i Durdov, J. (2019). 'Estimate of Implementation of Educational Inclusion by Primary School Teachers and High School Teachers', Croatian Journal of Education, 21(2), str. 599-638. https://doi.org/10.15516/cje.v21i2.3107
Vancouver
Nikčević-Milković A, Jurković D, Durdov J. Estimate of Implementation of Educational Inclusion by Primary School Teachers and High School Teachers. Croatian Journal of Education [Internet]. 2019 [pristupljeno 03.12.2020.];21(2):599-638. https://doi.org/10.15516/cje.v21i2.3107
IEEE
A. Nikčević-Milković, D. Jurković i J. Durdov, "Estimate of Implementation of Educational Inclusion by Primary School Teachers and High School Teachers", Croatian Journal of Education, vol.21, br. 2, str. 599-638, 2019. [Online]. https://doi.org/10.15516/cje.v21i2.3107
Puni tekst: hrvatski, pdf (365 KB) str. 599-638 preuzimanja: 144* citiraj
APA 6th Edition
Nikčević-Milković, A., Jurković, D. i Durdov, J. (2019). Procjena provedbe odgojno-obrazovne inkluzivne prakse učitelja i nastavnika. Croatian Journal of Education, 21 (2), 599-638. https://doi.org/10.15516/cje.v21i2.3107
MLA 8th Edition
Nikčević-Milković, Anela, et al. "Procjena provedbe odgojno-obrazovne inkluzivne prakse učitelja i nastavnika." Croatian Journal of Education, vol. 21, br. 2, 2019, str. 599-638. https://doi.org/10.15516/cje.v21i2.3107. Citirano 03.12.2020.
Chicago 17th Edition
Nikčević-Milković, Anela, Denis Jurković i Josip Durdov. "Procjena provedbe odgojno-obrazovne inkluzivne prakse učitelja i nastavnika." Croatian Journal of Education 21, br. 2 (2019): 599-638. https://doi.org/10.15516/cje.v21i2.3107
Harvard
Nikčević-Milković, A., Jurković, D., i Durdov, J. (2019). 'Procjena provedbe odgojno-obrazovne inkluzivne prakse učitelja i nastavnika', Croatian Journal of Education, 21(2), str. 599-638. https://doi.org/10.15516/cje.v21i2.3107
Vancouver
Nikčević-Milković A, Jurković D, Durdov J. Procjena provedbe odgojno-obrazovne inkluzivne prakse učitelja i nastavnika. Croatian Journal of Education [Internet]. 2019 [pristupljeno 03.12.2020.];21(2):599-638. https://doi.org/10.15516/cje.v21i2.3107
IEEE
A. Nikčević-Milković, D. Jurković i J. Durdov, "Procjena provedbe odgojno-obrazovne inkluzivne prakse učitelja i nastavnika", Croatian Journal of Education, vol.21, br. 2, str. 599-638, 2019. [Online]. https://doi.org/10.15516/cje.v21i2.3107

Sažetak
The results of the research on the estimate of implementing educational inclusion in the Lika-Senj County showed that the majority of primary school teachers and high school teachers have a positive perception of its implementation. While the majority of primary school teachers have experience with working with students with developmental disabilities, subject teachers report somewhat weaker experience. Both groups of teachers mostly establish cooperation with support staff in the school, but not with professionals out of school. Teachers with less training with these students and with greater support from schools are aware of their teaching methodology, individualize programs, attend professional development and establish cooperation. They, when compared to high school teachers, have a significantly higher estimate of the use of teaching methods and manners of work with these students, apply individualized programs, attend professional development and establish cooperation. The multivariate analysis showed that primary school teachers with less training for working with such students and with greater support from school have more positive estimates of the teaching methodology, implementation of individualized programs, professional development and cooperation and reception of students with disabilities by peers and parents. With fewer numbers of students per class, less experience of working with such students and the humanities and social studies profile of teachers, estimates of inclusion of such students become more positive. Primary school teachers, as opposed to high school teachers, more positively estimate their competence when cooperation with parents of these students is weak.

Ključne riječi
educational inclusion; evaluation of implementation of inclusion; students with developmental disabilities; primary school teachers and high school teachers.

Hrčak ID: 225036

URI
https://hrcak.srce.hr/225036

[hrvatski]

Posjeta: 532 *