Детерминанте ставова просветних радника према инклузивном образовању

Бојана Р. Mастило, Универзитет у Источном Сарајеву, Медицински факултет Фочa, Република Српска, Босна и Херцеговина, имејл: bojanamastilo@yahoo.com
Ивана С. Зечевић, Универзитет у Источном Сарајеву, Медицински факултет Фочa, Република Српска, Босна и Херцеговина
Иновације у настави, XXXII, 2019/1, стр. 89–104

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doi: 10.5937/inovacije1901089M

 

Резиме: Упркос томе што се најчешће не баве суштинским питањима инклузије, мерења ставова су један од главних фокуса истраживања у овој области. Циљ овог истраживања је утврђивање ставова просветних радника према инклузивном образовању, као и могући утицај варијабли у вези са наставницима (пол, старост, радно искуство, обукa за рад у инклузивном окружењу и брачни статус) на ове ставове. Узорак чини двеста петнаест просветних радника из четири основне и двеју средњих школа. За испитивање ставова просветних радника кориштена је мултидимензионална скала ставова према инклузивном образовању (енг. The Multidimensional Attitudes Toward Inclusive Education Scale – MATIES) (Mahat, 2008). За приказивање просечних вредности кориштена је АС, а од статистичких тестова т-тест за независне и зависне узорке, једнофакторска анализа варијансе и Пирсонова корелација.
Резултати истраживања показују да наставници нагињу ка позитивним ставовима у свим трима димензијама скале. Наставници са мање од десет година радног искуства имају позитивније ставове од оних са више година радног искуства. Остале варијабле (пол, старост, обука и брачни статус) нису се показале као статистички значајне детерминанте ставова према инклузији.
Квалитет ставова просветних радника према инклузији не може се посматрати као индикатор валидности концепта инклузије, нити служити као потврда ефикасности инклузивних програма – за ово су неопходне систематски контролисане, лонгитудиналне, компаративне и експерименталне студије, по могућности више фокусиране на саме ученике и динамику наставног процеса.

Кључне речи: детерминанте, ставови, наставници, инклузивно образовање.

 

Summary: Despite the fact that usually it does not address the essential issues of inclusion, measuring the attitudes towards inclusion is one of the main foci of the research in this field. The aim of this research is to determine teachers’ attitudes towards inclusive education as well as the possible impact of teacher-related variables (gender, age, work experience, training for work in an inclusive environment and marital status) on these attitudes. The sample consists of 215 teachers from four primary and two secondary schools. The Multidimensional Attitudes Towards Inclusive Education Scale – MATIES (Mahat, 2008) was used to examine teachers’ attitudes. . The average values are demonstrated using the AS, while statistical tests included the t-test for independent and dependent samples, a singlefactor analysis of variance and Pearson’s correlation. The results of the research show that teachers mostly demonstrate positive attitudes in all three dimensions of the scale. Teachers with less than 10 years of work experience have more positive attitudes than those with more years of work experience. Other variables (gender, age, training, and marital status) did not appear to be statistically significant determinants of attitudes towards inclusion. The quality of teachers’ attitudes towards inclusion cannot be viewed as an indicator of the
validity of the concept of inclusion, nor do they serve as a confirmation of the effectiveness of inclusive programs – this requires systematically controlled, longitudinal, comparative and experimental studies, possibly more focused on the students themselves and the dynamics of the teaching process.

Keywords: determinants, attitudes, teachers, inclusive education.

 

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