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Quality of inclusive education of children and students with ASD in Croatia (CROSBI ID 649946)

Prilog sa skupa u zborniku | sažetak izlaganja sa skupa | međunarodna recenzija

Frey Škrinjar, Jasmina ; Sekušak Galešev Snježana ; Masnjak Lea Quality of inclusive education of children and students with ASD in Croatia. 2014

Podaci o odgovornosti

Frey Škrinjar, Jasmina ; Sekušak Galešev Snježana ; Masnjak Lea

engleski

Quality of inclusive education of children and students with ASD in Croatia

Problem Statement Because of specific socio-cognitive functioning, children/youth with ASD (Autistic Spectrum Disorder) are especially at risk from exclusion, not only in the field of socialization but also in the educational process. Research questions 1. Determine the number of children/students with ASD in regular preschool, primary and secondary schools in Croatia. 2. Explore present inclusion models are their quality in all three educational systems. Purpose of the study To ascertain the quality of social inclusion of children and students with ASD in Croatia in order to propose further strategies and upgrading the quality of attaining their rights to education and upbringing in inclusive conditions. Research methods The study was conducted in April/May 2014 in three major cities in Croatia. Participants where members of the professional preschool and school staffs. We constructed two measuring instruments to gain general information of the institution, programs, number of staff, number of children with ASD and other disabilities, cooperation with other institutions and parents and specific information’s about individuals with ASD. Findings Most of the children with or suspect of ASD is included in regular preschools, less in primary schools and negligible number in secondary schools. System of support for that children in insufficient (staffed professional teams, number of student, insufficient education etc.). There is a positive motivation towards to inclusion and legislation, but there are still many problems in their implementation. Conclusions There is awareness of the need for inclusion of children/youth with ASD in regular systems in which they can benefit. This group is not sufficiently included in regular school systems because of the complexity of disorder. This results will be used to create guidelines and national strategies for improving the quality of inclusion in order to achieve an inclusive society.

Inclusion ; ASD ; educational systems

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Podaci o prilogu

2014.

objavljeno

Podaci o matičnoj publikaciji

Podaci o skupu

5th International Conference on Education and Educational Psychology ICEEPSY

poster

22.10.2014-25.10.2014

Kyrenia, Cipar

Povezanost rada

Psihologija, Pedagogija