engleski

ATTITUDES OF PRESCHOOL EDUCATORS AND PRIMARY SCHOOL TEACHERS TOWARDS THE INCLUSION OF CHILDREN AND STUDENTS WITH HEARING IMPAIRMENTS IN REGULAR EDUCATIONAL INSTITUTIONS

Teachers’ readiness to accept students with disabilities is crucial for successful realization of inclusion. Previous studies found that teachers in pre-schools and schools are more involved in inclusion process when claim positive attitudes toward children with disabilities. The aims were (i) to determine attitudes of pre-school teachers and primary school teachers towards the inclusion of children and students with hearing impairments in regular educational institutions (further “attitudes”), (ii) to analyze the relations of the attitudes to gender, age, years of service as well as knowledge of the legislation related to pre-school/primary education of children/students with special needs, and to (iii) identify differences between pre-school teachers and teachers in observed attitudes. In total, there were 202 respondents of the city Rijeka of which 102 (50.2%) were pre- school teacher profession, while 101 (49.8%) of the primary school teaching profession. The questionnaire has measured SES, familiarity with legislation, and attitudes on a scale of Likert type. Factor analysis determined the construct validity and reliability of four dimensions of designed scale, while the hypotheses were tested with descriptive, correlation and differential method. Pre-school teachers and primary school teachers reported positive attitudes toward the need of support of an educational rehabilitator for successful inclusion of children and students with hearing impairments, toward benefits of socialization of children and students with hearing impairments and toward usefulness of professional services in inclusion of children and students with hearing impairments. They reject negative impact of the inclusion of children and students with hearing impairments. Socio-demographic features of results are considered. Familiarity with the legislation is not relevant for respondents’ attitudes. Pre- school teachers have more positive attitudes then primary school teachers. The need for further education of educators especially teachers about the inclusion of children/students with hearing impairments in the educational process is stressed, as well as professional support in the inclusive processes.

hearing impairment, inclusion, preschool educator, primary school teacher, special needs

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