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Children with learning disabilities within interactive system familiy-school-peers

Ljiljana Igrić ; Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu
Daniela Cvitković ; Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu
Ana Wagner Jakab ; Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu

Puni tekst: hrvatski, pdf (101 KB) str. 31-38 preuzimanja: 2.153* citiraj
APA 6th Edition
Igrić, Lj., Cvitković, D. i Wagner Jakab, A. (2009). Djeca s teškoćama učenja u interaktivnom sustavu obitelj-škola-vršnjaci. Hrvatska revija za rehabilitacijska istraživanja, 45 (1), 31-38. Preuzeto s https://hrcak.srce.hr/45634
MLA 8th Edition
Igrić, Ljiljana, et al. "Djeca s teškoćama učenja u interaktivnom sustavu obitelj-škola-vršnjaci." Hrvatska revija za rehabilitacijska istraživanja, vol. 45, br. 1, 2009, str. 31-38. https://hrcak.srce.hr/45634. Citirano 07.12.2019.
Chicago 17th Edition
Igrić, Ljiljana, Daniela Cvitković i Ana Wagner Jakab. "Djeca s teškoćama učenja u interaktivnom sustavu obitelj-škola-vršnjaci." Hrvatska revija za rehabilitacijska istraživanja 45, br. 1 (2009): 31-38. https://hrcak.srce.hr/45634
Harvard
Igrić, Lj., Cvitković, D., i Wagner Jakab, A. (2009). 'Djeca s teškoćama učenja u interaktivnom sustavu obitelj-škola-vršnjaci', Hrvatska revija za rehabilitacijska istraživanja, 45(1), str. 31-38. Preuzeto s: https://hrcak.srce.hr/45634 (Datum pristupa: 07.12.2019.)
Vancouver
Igrić Lj, Cvitković D, Wagner Jakab A. Djeca s teškoćama učenja u interaktivnom sustavu obitelj-škola-vršnjaci. Hrvatska revija za rehabilitacijska istraživanja [Internet]. 2009 [pristupljeno 07.12.2019.];45(1):31-38. Dostupno na: https://hrcak.srce.hr/45634
IEEE
Lj. Igrić, D. Cvitković i A. Wagner Jakab, "Djeca s teškoćama učenja u interaktivnom sustavu obitelj-škola-vršnjaci", Hrvatska revija za rehabilitacijska istraživanja, vol.45, br. 1, str. 31-38, 2009. [Online]. Dostupno na: https://hrcak.srce.hr/45634. [Citirano: 07.12.2019.]

Sažetak
In spite of the fact that children with learning disabilities in Croatia have a legal right to educational inclusion since 1981, their rights for education are still not equal as rights of their typical peers. Former investigations showed that child environment is not yet acceptable (Žic, Igric, 2001). Darch, Craig, Miao, Yu, Shippen, Peggy (2004) especially emphasize the importance of parent’s involvement in school activities and cooperation between parents and teachers for child’s well- being, school success and adaptive behavior. The aim of the study is to explore the attitudes of parents and teachers toward children with learning disabilities as well as estimations of their behavior and to see is that connected with child's self-estimations. Behavior rating profile (Brown, Hamill, 1990 adaptation Žic 2000) and semantic differential (Osgood, according to Bujas, 1967) were used in this study. Sample consisted of children with learning disabilities and typical children and their parents and teachers. The results showed that children with learning disabilities estimated their relationship with peers less favorably then typical children; their parents estimated them also less favorably as well as their teachers.
It seems that disability that child has still means barrier for equal acceptance. Other efforts in those directions are needed.

Ključne riječi
children with learning disabilities; attitudes; estimations of behavior; parents; teachers

Hrčak ID: 45634

URI
https://hrcak.srce.hr/45634

[hrvatski]

Posjeta: 4.669 *