Inkluzija je sveobuhvatan i složen proces koji, u okviru socijalnog modela, potiče i usmjerava razvoj društva u kojem je svatko tretiran kao njegov jednakopravan član. Učenicima s teškoćama ...inkluzivna obrazovna politika osigurava dostupnost redovnog odgojno-obrazovnog sustava, uvažavanjem individualnih potreba i pružanjem podrške koja će osigurati razvoj njihovih potencijala. Uspješna implementacija inkluzivne politike u velikoj mjeri ovisi o pozitivnim namjerama učitelja prema inkluzivnom obrazovanju. Stoga je cilj ovog rada dati pregled cjelovitih znanstvenih radova koji su analizirali stavove, mišljenja i osposobljenost hrvatskih učitelja za provedbu inkluzivnog obrazovanja te utvrditi čimbenike koji su s njima povezani. Uz generalno proinkluzivne stavove prema inkluzivnom obrazovanju, istraživanja su identificirala i brojne prepreke, među kojima su najizraženiji nedostatna educiranost učitelja za provedbu inkluzivne prakse, nedostatna stručna podrška te nedovoljna materijalna opremljenost škola.Istraživanja jednoznačno ukazuju da postoji velika potreba za osiguranjem kvalitetnijih programaobrazovanja učitelja o poučavanju u inkluzivnim razredima tijekom formalnog obrazovanja, ali i kvalitetnija stručna pomoć u svakodnevnom radu s učenicima s teškoćama.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Over 16,000 people belong to the Roma national minority in the Republic of Croatia. Given the fact that they do not have their own standardized language and orthography, Roma children attend regular ...schools and regular curriculum in the Croatian language. This also implies the acquisition of reading and writing prerequisites prior to enrolment into first grade. The aim of this paper is to examine the level of acquisition of reading and writing prerequisites in Roma children and to determine whether Roma children (N = 56, 62.5% of boys, M = 6 years, 8 months, SD = 0.46) differ from children whose first language is Croatian (N = 55, 50.9% of boys; M = 6 years, 8 months, SD = 0.4) in the development of individual components of reading and writing prerequisites. Testing was performed through selected tasks from the Test for the assessment of reading and writing prerequisites (PredČip test, Kuvač Kraljević & Lenček, 2012). The results were as expected and indicate that Roma children deviate from regular achievement on most of the examined variables. In comparison to the control group of participants, Roma children demonstrated significantly lower results on almost all tested variables, apart from syllable and phonemic blending. The obtained results are an indicator of insufficient acquisition of certain components of reading and writing prerequisites in the Croatian language and insufficiently developed visual-perceptual abilities. Considering that reading and writing prerequisites are the important precondition for fluent reading and writing, it is clear that Roma children are not prepared for school education and that they demonstrate difficulties in keeping up with their peers at the beginning of formal school education. This implies the need for a systematic change of the preschool and school system with regards to this especially vulnerable group of children.
U Republici Hrvatskoj ivi vie od 16 tisuca pripadnika romske nacionalne manjine. Buduci da nemaju standardiziran vlastiti jezik i pismo, djeca Romi1 koluju se po redovnom planu i programu na ...hrvatskome jeziku. To podrazumijeva i usvojenost predvjetina citanja i pisanja prije polaska u prvi razred. Cilj je ovoga rada ispitati razinu usvojenosti predvjetina citanja i pisanja kod djece Roma te utvrditi razlikuju li se djeca Romi (N = 56, 62,5 % djecaka, M = 6 god., 8 mj., SD = 0,46) i djeca ciji je materinski jezik hrvatski (N = 55, 50,9 % djecaka; M = 6 god., 8 mj., SD = 0,4) u razvijenosti pojedinih sastavnica predvjetina citanja i pisanja. Ispitivanje je provedeno odabranim zadacima iz Testa za procjenu predvjetina citanja i pisanja (PredCip test, Kuvac Kraljevic i Lencek, 2012). Rezultati su ocekivani i ukazuju na to da djeca Romi na vecini ispitanih varijabli odstupaju od urednoga postignuca. U odnosu na kontrolnu skupinu sudionika istraivanja djeca Romi pokazuju statisticki znacajno nie rezultate na gotovo svim testiranim varijablama (izuzev mjera slogovnog i fonemskog stapanja). Dobiveni rezultati pokazatelj su nedovoljne usvojenosti pojedinih sastavnica predvjetina citanja i pisanja na hrvatskome jeziku te nedostatno razvijenih vizualno-perceptivnih sposobnosti. Buduci da su predvjetine citanja i pisanja vaan preduvjet za usvajanje tecnoga citanja i pisanja, kao i akademskih postignuca, vidljivo je da djeca Romi nisu spremna za kolu i vec u samome pocetku ne mogu odrati korak sa svojim vrnjacima. Samim time potrebno je sustavno mijenjati sustav predkolskoga i kolskoga odgoja i obrazovanja kada je u pitanju ova posebno ranjiva skupina djece. Kljucne rijeci: predvjetine citanja i pisanja, Romi, kolski obveznici, spremnost za kolu Over 16,000 people belong to the Roma national minority in the Republic of Croatia. Given the fact that they do not have their own standardised language and orthography, Roma children (1) attend regular schools and regular curriculum in the Croatian language. This also implies the acquisition of reading and writing prerequisites prior to enrolment into frst grade. The aim of this paper is to examine the level of acquisition of reading and writing prerequisites in Roma children and to determine whether Roma children (N = 56, 62.5% of boys, M = 6 years, 8 months, SD = 0.46) difer from children whose frst language is Croatian (N = 55, 50.9% of boys; M = 6 years, 8 months, SD = 0.4) in the development of individual components of reading and writing prerequisites. Testing was performed through selected tasks from the Test for the assessment of reading and writing prerequisites (PredCip test, Kuvac Kraljevic & Lencek, 2012). The results were as expected and indicate that Roma children deviate from regular achievement on most of the examined variables. In comparison to the control group of participants, Roma children demonstrated signifcantly lower results on almost all tested variables, apart from syllable and phonemic blending. The obtained results are an indicator of insufcient acquisition of certain components of reading and writing prerequisites in the Croatian language and insufciently developed visualperceptual abilities. Considering that reading and writing prerequisites are the important precondition for fuent reading and writing, it is clear that Roma children are not prepared for school education and that they demonstrate difculties in keeping up with their peers at the beginning of formal school education. This implies the need for a systematic change of the preschool and school system with regards to this especially vulnerable group of children. Key words: reading and writing prerequisites, Roma people, preschool children, readiness for school
Suradnički rad u školskim ustanovama podrazumijeva postizanje zajedničkih ciljeva i rezultata koji su učinkoviti za one koji surađuju, ali i za ostale članove grupe. Otvara mogućnosti učenju, ...profesionalnom rastu i razvoju. Ostvarivanje kontinuirane profesionalne suradnje stručnih suradnika logopeda i učitelja ključan je čimbenik kvalitetnog poučavanja učenika s disleksijom. Cilj je ovog rada analiza strukture odgovora učitelja na Skali percipirane podrške stručnoga suradnika logopeda, sa svrhom izdvajanja onih obilježja i aktivnosti koje učitelji smatraju pozitivnim i pridonose podršci, te prepoznavanja onih obilježja koje smatraju nedostatnim. Ciljani uzorak čini 127 učitelja iz šest županija Republike Hrvatske (87,4 % učiteljica; M = 43 god.; SD = 9,583). Svi su učitelji zaposleni u osnovnim školama koje imaju stručne suradnike logopede, te su imali iskustvo poučavanja učenika s disleksijom. Za potrebe istraživanja sastavljena je Skala percipirane podrške stručnoga suradnika logopeda, kojom se ispituje razina dobivene podrške u različitim aspektima individualiziranog poučavanja i vrednovanja, te suradnji s roditeljima učenika s disleksijom. Eksploratornom faktorskom analizom utvrđena je jednofaktorska struktura skale, kao i visoka pouzdanost. Rezultati jednoznačno pokazuju da učitelji percipiraju podršku stručnoga suradnika logopeda u izradi individualiziranih kurikuluma, provedbi metodičko-didaktičkih postupaka u poučavanju, izradi kriterija vrednovanja i suradnji s roditeljima učenika s disleksijom. Istraživanjem je potvrđen važan doprinos stručnih suradnika logopeda osnovnoškolskih ustanova u pružanju podrške učiteljima u provedbi individualiziranog poučavanja učenika s disleksijom.
Collaborative work in school instututions implies the achievement of common goals and outcomes that are effective for those who cooperate, but also for other members of the group. It opens opportunities for learning, professional growth, and development. Achieving continuous professional collaboration between speech and language therapists and teachers is the key factor in quality teaching of students with dyslexia. The purpose of this paper is to analyze the structure of teachers’ responses on the Perceived Support from a Speech and Language Therapist Scale, to identify features and activities that teachers view as positive and contributing to support, and to identify features that they view as inadequate. The target sample consists of 127 teachers from six counties of the Republic of Croatia (87.4% female teachers; M = 43 years; SD = 9,583). All teachers are employed at elementary schools that have speech and language therapists and have had experience in teaching students with dyslexia. For the purpose of the study, the Perceived Support from a Speech and Language Therapist Scale was constructed, consisting of items examining the level of support received in various aspects of individualized teaching and assessment, as well as collaboration with parents of students with dyslexia. Exploratory factor analysis revealed a one-factor structure of the scale with high reliability. The results clearly indicate that teachers perceive the support of speech and language therapists in the creation of individualized curricula, the implementation of methodological-didactic procedures in the classroom, the creation of assessment criteria and cooperation with parents of students with dyslexia. The conducted research confirms the important contribution of speech and language therapists in elementary schools in supporting teachers in implementing individualized instruction for students with dyslexia.
Numerous studies in different science fields have examined the various aspects of educational interventions designed to facilitate learning outcomes in students with dyslexia. The aim of this study ...was to present an overview of empirical research related to interventions aimed at primary school students with dyslexia. Mapping was conducted to identify studies on this topic published from 2015 to 2019 and included in the Scopus database. The descriptive data from 57 studies were analyzed to present a classification scheme of research design, type of educational intervention, implementation of technology in educational interventions, and aim of the intervention. The results indicated an increasing trend in the last 5 years in the publication of papers in researched areas related to educational interventions for students with dyslexia, with uneven representation among countries. The analyzed empirical studies were mostly analytic, using different designs, with a slightly higher prevalence of (quasi) experimental versus descriptive designs. As expected, the goal of most educational interventions was directed toward the development of (pre)reading skills, with a wider prevalence of structured language-based programs, followed by software specialized to support learning, whereas adaptations of instructional materials and innovative information and communication technology (ICT) were less used. Mapping indicated the frequent use of ICT in all educational interventions, and more evidence is needed for complex rigorous experimental designs and interventions related to teaching in the classroom, as well as interventions aimed at facilitating the self-regulation of students with dyslexia.
AbstractThe aim of this paper is to examine teachers’ attitudes toward teaching dyslexic students and to determine whether there are statistically significant differences in their attitudes regarding ...gender, workplace, initial education, and continual professional development. The study involved 233 elementary school teachers. The Scale of Teachers’ Attitudes toward Teaching Dyslexic Students was used with a three-factor structure: (1) individualized teaching methods; (2) adaptation of teaching materials and evaluation procedures; and (3) support of classroom atmosphere and cooperation. The teachers had positive attitudes toward teaching dyslexic students in all three dimensions. The class teachers and those trained during their initial and continuing professional development and informal education to teach students with learning difficulties had positive attitudes that were statistically more significant.In conclusion, the obtained differences in the teachers’ attitudes toward teaching dyslexic students with regard to their professional qualifications during initial and continual professional development indicate the need for systematic teacher education, particularly considering the ways of adapting teaching materials and evaluation procedures so that dyslexic students would receive education appropriate to their abilities and strengths at all levels of education.Key words: attitudes; dyslexia; inclusive education; individualized teaching; teachers.---SažetakCilj je ovoga rada istražiti stavove učitelja o poučavanju učenika s disleksijom te utvrditi postoje li statistički značajne razlike u stavovima s obzirom na spol, radno mjesto, inicijalno obrazovanje i trajni profesionalni razvoj. U istraživanju su sudjelovala 233 osnovnoškolska učitelja. Koristila se Skala stavova učitelja prema poučavanju učenika s disleksijom trofaktorske strukture: (1) individualizirani postupci poučavanja; (2) prilagodba nastavnih materijala i postupaka vrednovanja i (3) podrška razrednim ozračjem i suradnjom. Učitelji imaju pozitivne stavove prema poučavanju učenika s disleksijom u svim trima dimenzijama. Pritom statistički značajno pozitivnije stavove imaju učitelji razredne nastave i oni koji su se usavršavali za rad s učenicima s teškoćama tijekom inicijalnoga i trajnoga profesionalnog razvoja, kao i samostalnim učenjem. Zaključno, dobivene razlike u stavovima učitelja prema poučavanju učenika s disleksijom s obzirom na njihovu stručnu osposobljenost tijekom inicijalnoga i trajnoga profesionalnog razvoja ukazuju na nužnost sustavnije edukacije učitelja, osobito o načinima prilagodbe nastavnih materijala i postupaka vrednovanja, kako bi na svim razinama obrazovanja učenici s disleksijom dobili obrazovanje primjereno svojim sposobnostima i jakim stranama.Ključne riječi: disleksija; individualizirano poučavanje; inkluzivno obrazovanje; stavovi; učitelji.
En este artículo se comenta el caso de un paciente con demencia vascular que muestra la heterogeneidad clínica de este síndrome, que se presenta dentro de un variado espectro de síntomas ...neuropsiquiátricos, predominantes frente a las manifestaciones cognitivas. Se describen algunas de estas alteraciones asociadas frecuentemente a la enfermedad.
Istraživanjem utjecaja urbanizacije na floru i udio invazivnih biljaka na području Varaždina zabilježeno je 773 svojti vaskularnih biljaka. Brojem svojti najzastupljenije su porodice Asteraceae s.l. ...(11,51%), Poaceae (7,76%) i Fabaceae (5,82%). Među životnim oblicima prevladavaju hemikriptofiti (43,21%), a od flornih elemenata euroazijske biljke
(32,21%). Zabilježeno je 18 strogo zaštićenih vrsta i 18 vrsta s nekom od kategorija ugroženosti. Značajna je zastupljenost alohtonih biljaka (18,11%) od kojih najveći dio potječe iz Amerike (37,14%), većinu čine neofiti (70,71%), a 30,71% pokazuje invazivni karakter. Većina alohtonih svojti unesena je namjerno (73,57%) i nije udomaćena na istraživanom području (52,86%). Najveći broj svojti dolazi na ruderalnim staništima i u ruralnoj zoni grada na kojima dolazi i najviše invazivnih svojti. Najveći nivo invazije pokazuju snažno antropogenizirana i vlažna staništa. Analiza flore Varaždina po staništima i zonama urbaniteta pokazuje da na sastav flore više utječe tip staništa i jačina antropogenog utjecaja nego razina urbanizacije.
During investigation of the impact of urbanization on the flora and representation of invasive plants in Varaždin 773 vascular plant species were recorded. The most represented families are Asteraceae s.l. (11.51%), Poaceae (7.76%) and Fabaceae (5.82%). Hemicryptophytes prevail among life forms (43.21%), whereas Eurasian plants prevail among floral elements (32.21%). 18 strictly protected taxa and 18 threatened taxa were recorded. There is a significant representation of alien plants (18.11%), most of which originates from America (37.14%), and they are neophytes (70.71%), while 30.71% of alien flora shows invasive character. The majority of alien taxa have been intentionally introduced (73.57%) and have not been naturalized in the research area (52.86%). The largest number of taxa can be found in ruderal habitats and in the rural zone of the city. The highest levels of invasion can be seen in highly anthropogenic and humid habitats, with the largest number of invasive taxa appearing on the outskirts of the city. Analysis of flora shows that the composition of flora in Varaždin is more influenced by the type of habitat and the strength of anthropogenic influences
than the level of urbanization.
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