Perception of Teachers and Expert Associates on the Application of the Individualized Approach in Working with Students with Disabilities / Stav učitelja i stručnih suradnika prema primjeni individualiziranog pristupa u radu s učenicima s teškoćama
Authors: Kudek Mirošević Jasna 
Published: August 2019

The National Curriculum for Preschool Education, General Compulsory and Secondary School Education in the Republic of Croatia emphasizes individualized approach and support according to the needs, interests and the overall development of each individual child. This implies assessment, planning and implementation of various teaching support strategies so that the educational process can be effective for all children. As the world's research about the effectiveness of work of experts in inclusive educational practice points out the importance of basic principles and strategies of work (Ford, 2013; Martel, 2009; Obiakor, Harris, Mutua, Rotatori, & Algozzine, 2012; Scruggs, Mastropieri, & Marshak, 2012), the need for self-assessment of professionals who are involved in direct work with children with disabilities in using individualized strategies, resources, forms and procedures in the educational process is emphasized. Therefore, the aim of this study is to examine the extent to which teachers and expert associates in regular primary schools estimate that the individualized approach is present, and in what form, in working with students with disabilities in the educational process. The study included 345 teachers and 40 expert associates employed in regular primary schools in Zagreb and in the area of Zagreb County. There is a hypothesis that there are statistically significant differences between teachers and expert associates in the assessment of the presence of the appropriate didactic and methodological support for the implementation of the individualized approach in class. The results indicate partial differences between the teachers and the expert associates that are reflected in their perception of adaptability of incentives, perceptive and cognitive adaptation of content as well as in planning procedures and activities for students with disabilities. These results point to the need for continuous professional training so that teachers and expert associates can develop the necessary specific competences and new teaching support strategies in class. Key words: competitive educational professionals; didactic and methodological support; educational strategies; inclusive educational process. Nacionalni okvirni kurikulum za predškolski odgoj i obrazovanje te opće obvezno i srednjoškolsko obrazovanje u Republici Hrvatskoj naglašava individualizirani pristup i podršku u skladu s  potrebama, interesima i sveukupnim razvojem svakog pojedinog djeteta. To pretpostavlja procjenu, planiranje i primjenu različitih strategija podrške da bi odgojno-obrazovni proces bio učinkovit za svu djecu. S obzirom na to da u svijetu istraživanja o učinkovitosti rada stručnjaka u inkluzivnoj odgojno-obrazovnoj praksi govore o važnosti temeljnih principa i metoda rada (Ford, 2013; Martel, 2009; Obiakor, Harris, Mutua, Rotatori i Algozzine, 2012; Scruggs, Mastropieri i Marshak, 2012), ističe se potreba samoprocjene profesionalaca koji sudjeluju u neposrednom radu s djecom s teškoćama o primjeni individualiziranih metoda, sredstava, oblika i postupaka u nastavi. Stoga je cilj ovoga rada ispitati u kojoj mjeri učitelji i stručni suradnici u redovitim osnovnim školama procjenjuju da je zastupljen, i u kojem obliku, individualizirani pristup učitelja u radu s učenicima s teškoćama. U istraživanju je sudjelovalo 345 učitelja i 40 stručnih suradnika zaposlenih u redovitim osnovnim školama na području Grada Zagreba i Zagrebačke županije. Postavljena je hipoteza da postoji statistički značajna razlika između učitelja i stručnih suradnika u procjeni o zastupljenosti odgovarajuće didaktičko-metodičke podrške za provedbu individualiziranog pristupa na nastavi. Rezultati pokazuju djelomično postojanje razlika između učitelja i stručnih suradnika koje se očituju u njihovu stavu prema zastupljenosti prilagodbe poticaja, perceptivne i spoznajne prilagodbe sadržaja, kao i u planiranju postupaka i aktivnosti za učenike s teškoćama. Takvi rezultati upućuju na potrebu kontinuiranog stručnog usavršavanja za stjecanje specifičnih kompetencija učitelja i stručnih suradnika u radu s učenicima s teškoćama, kao i razvoj i upotrebu novih metodičko-didaktičkih modela podrške u nastavi. Ključne riječi: didaktičko-metodička podrška; inkluzivna nastava; kompetentni odgojno-obrazovni stručnjaci; nastavne strategije.