Institucijska podrška u radu s učenicima s teškoćama iz perspektive učitelja razredne nastave

Višnja Vekić-Kljaić - Izvorni znanstveni članak
Ivana Hanzec Marković

Institutional Support in Working with Students with Difficulties from the Primary School Teacher’s Perspective

Sažetak
Da bi inkluzivno obrazovanje bilo kvalitetno ono treba dobre učitelje koji imaju mogućnost stalnog profesionalnog usavršavanja, stručno-razvojni tim i didaktička sredstva. Holistički pristup u kojem prevladava suradnja između svih dionika inkluzivnog procesa nameće se kao nužnost. Cilj ovog istraživanja bio je utvrditi doživljaj institucijske podrške koju učitelji razredne nastave primaju u radu s učenicima s teškoćama, od dostupnosti didaktičkih sredstava i mogućnosti profesionalnog usavršavanja, do suradnje sa sustručnjacima. U istraživanju je sudjelovalo 335 učitelja razredne nastave iz Republike Hrvatske. Podaci su prikupljeni kao dio većeg online istraživanja. Sudjelovanje u istraživanju bilo je dobrovoljno i anonimno. Upitnik je imao tri dijela. Za potrebe ovog rada izdvojeni su rezultati drugog dijela upitnika u kojem su sudionici procjenjivali institucijsku podršku koju dobivaju u školi za rad s učenicima s teškoćama. Rezultati istraživanja pokazuju da učitelji iskazuju zadovoljstvo suradnjom sa stručnom službom škole i podrškom koju dobivaju od kolega. Iskazuju neutralan stav u vezi dostupnosti didaktičkih sredstava i cjeloživotnog obrazovanja. Doživljaj uspješnosti suradnje sa stručnom službom škole ne ovisi o broju stručnih suradnika škole, dok je doživljaj dostupnosti didaktičkih sredstava i cjeloživotnog obrazovanja veći kod učitelja onih škola koje imaju veći broj stručnih suradnika.

Abstract
For inclusive education to be of high quality, good teachers who have the possibility of continuous professional development, a professional development team, and didactic resources are needed. A holistic approach in which cooperation between all stakeholders in the inclusive process prevails is imposed as a necessity. The goal of the research was to determine the experience of institutional support that classroom teachers receive in working with students with disabilities, from the availability of didactic resources and opportunities for professional development to cooperation with fellow experts. 335 classroom teachers from all over the Republic of Croatia participated in the research. The data was collected as part of a larger online survey. Participation in the research was voluntary and anonymous. The questionnaire consisted of three parts. For the purposes of this paper, the results of the second part of the questionnaire were selected, in which the respondents evaluated the institutional support they receive at the school for working with children with disabilities. The results of the research show that teachers are satisfied with the cooperation with the professional service of the school and the support they receive from their colleagues. They express a neutral attitude regarding the availability of didactic resources and lifelong education. The experience of the success of cooperation with the school’s professional service does not depend on the number of professional associates at the school, while the experience of the availability of didactic resources and lifelong education is greater for teachers at those schools that have a larger number of professional associates.