Stavovi učitelja prema inkluziji učenika s poremećajima iz autističnog spektra u redovite osnovne škole

master's thesis

• Title (english): Teachers' attitudes towards the inclusion of students with autism spectrum disorders in regular primary schools
• Author: Anja Ipša
• Mentor: Ana Blažević Simić (mentor)
• Committee member: Ante Kolak (predsjednik povjerenstva)
• Committee member: Ana Blažević Simić (član povjerenstva)
• Committee member: Zoran Horvat (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Defense date and country: 2022-02-02, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Autizam je pervazivni razvojni poremećaj koji se javlja u djetinjstvu, najčešće do treće godine života i traje cijeli život. Najčešći simptomi poremećaja iz autističnog spektra su: nemogućnost uspostavljanja normalnih socijalnih interakcija, poteškoće u komunikaciji, stereotipna i ponavljajuća ponašanja, ustrajnost na rutinama te poteškoće u izražavanju emocija. Postoje različiti oblici i stupnjevi autizma te stoga govorimo o autističnom spektru u koji se ubrajaju: Autistični poremećaj, Aspergerov sindrom, Rettov sindrom, Atipični autizam i Dezintegrativni poremećaj u djetinjstvu. Učenici s poremećajima iz autističnog spektra u svom su osnovnoškolskom obrazovanju suočeni s brojnim teškoćama. Da bi učenici s poremećajima iz autističnog spektra mogli sudjelovati u nastavnom procesu, učitelji moraju biti upoznati s obilježjima tih poremećaja, ali i specifičnim metodama rada kako bi stvorili inkluzivno ozračje. U istraživanju su sudjelovale četiri učiteljice zaposlene u redovitim osnovnim školama i tri učiteljice koje rade u centrima za odgoj i obrazovanje, a rezultati su pokazali da učiteljice prilagođavaju nastavu učenicima s poremećajima iz autističnog spektra, sudjeluju u stvaranju inkluzivnog ozračja, ali su skeptične prema adekvatnoj provedbi inkluzije u redovitim osnovnim školama.

Abstract (english)

Autism is a pervasive developmental disorder that occurs in childhood, most often up to the third year of life, and lasts a lifetime. The most common symptoms of autism spectrum disorders are: the inability to establish normal social interactions, difficulties with communication, stereotypical and repetitive behaviors, persistence in routines, and difficulty in expressing emotions. There are different forms and degrees of autism; thus, we talk about the autism spectrum which includes: autistic disorder, Asperger syndrome, Rett syndrome, atypical autism, and childhood disintegrative disorder. Students with autism spectrum disorders face a multitude of difficulties in their primary education. In order to enable students with autism spectrum disorders to participate in the learning process, teachers need to be familiar with the characteristics of these disorders, but also the specific work methods for creating an inclusive atmosphere. This study involved four teachers employed in regular primary schools and three teachers working in centers for education. The results showed that teachers adapt their teaching methods to students with autism spectrum disorders, participate in creating an inclusive atmosphere, but are skeptical about the adequate implementation of inclusion in regular primary schools.

• Keywords: učenici s poremećajima iz autističnog spektra; inkluzija; učitelj; redovita osnovna škola; centar za odgoj i obrazovanje
• Keywords (english): students with autism spectrum disorders; teachers; inclusion; regular primary school; center for education
• Language: croatian
• URN:NBN: urn:nbn:hr:131:906674
• Study programme: Title: Pedagogy (double major); Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2022-02-06 21:45:06