engleski

High School Teachers’ Attitudes Toward Inclusion

Nastavnici su ključni akteri inkluzije prvenstveno zbog njihove spremnosti da prihvate učenike s teškoćama o čemu uvelike ovisi uspješna realizacija inkluzije. Cilj je utvrditi doprinos na stavove nastavnika prema inkluziji učenika s LD i ADHD temeljem skupa varijabli demografskih i stručnih obilježja nastavnika. Ispitano je 568 nastavnika (33% muških, M=45 godina) iz 25 srednjih strukovnih škola u Zagrebu. Mjerena su četiri kriterijska stava: potreba za stručnom pomoći nastavnicima u inkluziji, pesimizam za uspješnu inkluziju, doživljaj kompetentnosti za inkluziju i problemi suradnje s roditeljima. Promatrani prostor predikcije za formiranje stavova su bili spol, dob, stručna sprema, predmet, radno iskustvo/ s učenicima s teškoćama i samoiskazane teškoće radu s učenicima s teškoćama. Utvrđeni su elementi formiranja pozitivnih, odnosno negativnih stavova prema inkluziji učenika s LD i ADHD. Potrebna su dodatna istraživanja i implementacija dobivenih rezultata u programe cjeloživotnog učenja nastavnika u školama s ciljem razvijanja veće spremnosti za rad s učenicima s teškoćama. Teachers are primary actors of inclusion in the first place because of their readiness to accept students with disabilities on which considerably depends successful realisation of inclusion. Goal is to determine the contribution on teacher attitudes toward inclusion of students with Learning Dificulties and Attention Deficit Hyperactivity Disorder, based on a set of variables of demographic and professional teachers’ characteristics. Total of 568 teachers were sampled (33% male, M = 45 years) from 25 vocational schools in Zagreb. The four set criterions were measured: the need for professional help for the teachers performing inclusion, pessimism for the successful inclusion, experience of capability for inclusion and problems of cooperation with the parents. Observed predictions for the formation of attitudes were gender, age, qualifications, and work experience with students with disabilities, subject and personally shown difficulties experienced during such activities. We have identified elements that form positive or negative attitudes towards inclusion of students with LD and ADHD. On the basis of established elements, we imply that teachers should receive education, support and assistance in developing greater eagerness for work with students with disabilities. Teacher’s attitudes toward inclusion depends of their experience and professional characteristics.

Attention Deficit Hyperactivity Disorder, Inclusion, Learning Dificulties, Vocational Schools Teachers

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