Inkluzija u praksi iz perspektive osnovnoškolskih nastavnika / Inclusion in practice according to attitudes of teachers
Journal Title: Zbornik radova Islamskog pedagoškog fakulteta u Zenici / Proceedings of the Islamic Pedagogical Faculty in Zenica - Year 2011, Vol 9, Issue 9
Abstract
Subjective factors have great significance for introducing inclusion into schools. The hypothesis of this paper is that teachers’ attitudes can have great impact on the realisation of inclusive education since they are the main bearers of upbringing and educational process, and of admitting children with special needs in regular classes. The aim of the research was to examine teachers’ attitudes towards inclusion in some regular primary schools, and to determine differences in attitudes towards educational inclusion The research was carried out on a sample of eleven regular schools in the Municipality of Zenica, two schools in the Municipality of Kakanj and one school in the Municipality of Maglaj. The sample included 202 examinees (teachers of class and subject teaching). The questionnaire on inclusion of students with special needs into regular schools was used to examine teachers (Mešalić, Š., Halilović Z., 2006). The questionnaire for teachers, in addition to basic information about examinees, included indicators of attitudes (I agree, Not sure, I disagree). Some of the statements were given in inverted sentence forms, and different attitudes of examinees were evaluated with Anova or t-test. The research findings indicated that the majority of examinees 106 (52,5%) had positive attitude towards inclusive education, whereas 187 (92,6%) teachers believe that inclusive education is possible with help of special education teachers. Additional data analysis provided statistics for local community of a school (a town, suburb, and village) and for activities performed in the class and subject teaching and for teachers that teach students with special needs, and teachers that do not teach those students. Inclusion was supported by 59, 7% of teachers from town schools, 39,1% of teachers from suburban schools, and 37,8% of teachers from village schools. In general, teachers would support inclusive education with the help of special education teachers.
Authors and Affiliations
Šaćira Mešalić, Izet Pehlić, Muharem Adilović
Keywords
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