Legislation and policy within Croatia, the Republic of North Macedonia and Poland supports the educational inclusion of children with autism; however, such inclusion is nascent in these countries. A ...survey of experienced teachers working directly with children with autism in both inclusive and special schools was undertaken in winter 2018-19. Five hundred and sixty questionnaires were distributed and 340 returned (61% response); after cleansing, 242 responses were analysed. Over a quarter of respondents had received no instruction regarding autism during initial teacher education; almost half had undertaken no continuing professional development on the topic. Special school teachers reported higher overall confidence, but levels remained low within a number of key domains. Teachers identified a need for appropriate teacher education regarding theory, relevant practical strategies and mentorship/supervision. Implications regarding inclusive practice and teacher education in these countries are identified.
Konvencija o pravima osoba s invaliditetom Ujedinjenih naroda promiče, štiti i osigurava puno i ravnopravno uživanje svih ljudskih prava i temeljnih sloboda osoba s invaliditetom. Nadalje, zagovara ...slobodu izbora i donošenja odluka te aktivnog sudjelovanja osoba s invaliditetom u osiguravanju pristupačnosti i prilagodbi u okruženju te u istraživanjima koja se na njih odnose. Rad donosi pregled teoretskih osnova aktivnog uključivanja i osiguravanja pristupačnosti koje proizlaze iz socijalnog modela invaliditeta i pristupa utemeljenog na ljudskim pravima. Također, usmjeren je na praktičnu primjenu navedenih pristupa konkretnim primjerima osiguravanja pristupačnosti i prilagodbi u istraživanjima te poštivanje principa aktivnog uključivanja osoba s invaliditetom u okviru inkluzivnih istraživanja. Principi inkluzivnih istraživanju predstavljeni su objašnjenjem različitih uloga i razina uključenosti osoba s invaliditetom u istraživački proces. Pristupačan istraživački dizajn i osiguravanje prilagodbi podrazumijevaju konkretne primjere oblikovanja istraživačkog materijala, odgovarajući pristup i način komunikacije te potrebne pomoćne ili asistivne tehnologije za osobe ovisno o određenoj vrsti invaliditeta. Vrste invaliditeta o kojima se govori u radu, a na koje se odnose prijedlozi za osiguravanje pritupačnosti i prilagodbi u istraživanju su: osobe s motoričkim poremećajem i kroničnim bolestima, osobe s oštećenjima vida i sluha, gluhoslijepe osobe, osobe s intelektualnim teškoćama, osobe s teškoćama učenja, osobe s ADHD poremećajem i osobe s poremećajem iz spektra autizma. Predstavljajući principe pristupačnog i inkluzivnog istraživačkog dizajna, u radu se ukazuje na potrebu za određivanjem etičkih standarda u istraživanjima s osobama s invaliditetom uzimajući u obzir sve važne odrednice uključivanja osoba s invaliditetom u istraživački proces. Etički standardi trebaju biti sastavni dio svih istraživanja koja uključuju osobe s invaliditetom ili se na njih odnose. Zaključno, u radu su dane i preporuke za buduća istraživanju na temu pristupačnosti i inkluzivnosti u istraživačkom procesu.
The rights of persons with disabilities are guaranteed by the UN Convention on the Rights of Persons with Disabilities (CRPD), which protects their full and equal participation, their freedom of expression and decision-making, and their active participation in the creation of an accessible social environment and research on them. The human rights approach to persons with disabilities was developed on the basis of the social model, the Disability Movement, and Disability Studies. This paper presents the theoretical principles of the human rights approach and its practical implementation through concrete examples of inclusive and accessible research design for persons with disabilities. The principles of inclusive research are presented using the different levels of participation and the active role of persons with disabilities in the research design. Accessible research design means concrete suggestions for adapting research documents, approaches and communication with people with disabilities, as well as examples of assistive technologies for people with different types of disabilities. The types of disabilities included through accessibility proposals include people with physical disabilities and chronic diseases, visual and hearing impairments, intellectual disabilities, learning disabilities, ADHD and autism spectrum disorder. This paper presents the basic principles of accessible and inclusive research design that should be considered together as ethical standards for research with people with disabilities. These ethical standards should be integral to any research that focuses on or includes people with disabilities, which is not yet the case in research practice.
Education in Croatia is based upon principles of inclusion and individualisation. However, the effective inclusion of learners with special educational needs, including those with autism, has been ...identified as limited. To better understand the situation within primary education in the country, a survey of specialist teachers from mainstream and special primary schools was undertaken (n = 99), to investigate such teachers' knowledge and attitudes regarding autism, and their experience of ‘good autism practice’ methods and approaches. Knowledge was inconsistent, and inaccurate understandings were common. Attitudes regarding the inclusion of learners with autism were ambivalent. Training in ‘good practice’ approaches was extremely limited; however, despite low confidence, the use of these approaches was common. Teachers' education needs in autism were identified, and implications for future teacher education in autism, practice and policy initiatives are discussed.
Istraživanje daje uvid u glavne dimenzije i aspekte roditeljskog ponašanja roditelja djece s poremećajem iz spektra autizma (PSA) s obzirom na prisutnost/neprisutnost nepoželjnih ponašanja djece, ...temeljem samoprocjene. Istraživanje je provedeno na uzorku od N=121 roditelja djece s PSA iz Dalmacije. Rezultati su ukazali na prisutnost restriktivne kontrole i kažnjavanja kada su prisutna nepoželjna ponašanja, dok roditelji čija djeca nemaju nepoželjna ponašanja pokazuju više autonomije za svoje dijete, imaju veće roditeljsko znanje i primjenjuju induktivno rezoniranje. U raspravi se ističe značaj osobnih karakteristika roditelja i partnerstva, kvalitete podrške te znanstveno utemeljenih intervencija i roditeljskog znanja za roditeljsko ponašanje. Predlažu se smjernice za učinkovite intervencije na nepoželjna ponašanja djeteta te poželjne odrednice roditeljskog ponašanja. Također, navode se ograničenja provedenog istraživanja i prijedlozi za buduća istraživanja.
Istraživanje daje uvid u glavne dimenzije i aspekte roditeljskog ponašanja roditelja djece s poremećajem iz spektra autizma (PSA) s obzirom na prisutnost/neprisutnost nepoželjnih ponašanja djece, ...temeljem samoprocjene. Istraživanje je provedeno na uzorku od N=121 roditelja djece s PSA iz Dalmacije. Rezultati su ukazali na prisutnost restriktivne kontrole i kažnjavanja kada su prisutna nepoželjna ponašanja, dok roditelji čija djeca nemaju nepoželjna ponašanja pokazuju više autonomije za svoje dijete, imaju veće roditeljsko znanje i primjenjuju induktivno rezoniranje. U raspravi se ističe značaj osobnih karakteristika roditelja i partnerstva, kvalitete podrške te znanstveno utemeljenih intervencija i roditeljskog znanja za roditeljsko ponašanje. Predlažu se smjernice za učinkovite intervencije na nepoželjna ponašanja djeteta te poželjne odrednice roditeljskog ponašanja. Također, navode se ograničenja provedenog istraživanja i prijedlozi za buduća istraživanja.
The research provides insight into the main dimensions and aspects of behavior of parents of children with autism spectrum disorder with regard to the presence/absence of challenging behavior patterns in children, according to the parents’ self-assessment. The research was conducted on a sample of N=121 parents of children with autism spectrum disorder from the Croatian region of Dalmatia. The results indicate the presence of such parental behaviors as restrictive control and punishment when challenging behaviours are present. On the other hand, the parents whose children do not exhibit challenging behaviors give their child more autonomy, have greater parental knowledge and apply inductive reasoning. The discussion section of the paper emphasizes the importance of parents’ personal characteristics and partnerships, the quality of support, scientifically based interventions, and parental knowledge for parental behavior. Guidelines for empowering parents on effective interventions in cases of challenging behaviors, desirable determinants and aspects of parental behavior, work on personal growth and the quality of relationships are proposed along with suggestions for future research as well as limitations of the conducted research.
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