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master's thesis
Stavovi studenata različitih studija o inkluziji djece s posebnim potrebama: utjecaj temeljnog obrazovanja studenata, znanja i empatije
2014. urn:nbn:hr:141:651527
Stanić, Monika
Josip Juraj Strossmayer University of Osijek
Faculty of Education

Cite this document

Stanić, M. (2014). Stavovi studenata različitih studija o inkluziji djece s posebnim potrebama: utjecaj temeljnog obrazovanja studenata, znanja i empatije (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:141:651527

Stanić, Monika. "Stavovi studenata različitih studija o inkluziji djece s posebnim potrebama: utjecaj temeljnog obrazovanja studenata, znanja i empatije." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2014. https://urn.nsk.hr/urn:nbn:hr:141:651527

Stanić, Monika. "Stavovi studenata različitih studija o inkluziji djece s posebnim potrebama: utjecaj temeljnog obrazovanja studenata, znanja i empatije." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2014. https://urn.nsk.hr/urn:nbn:hr:141:651527

Stanić, M. (2014). 'Stavovi studenata različitih studija o inkluziji djece s posebnim potrebama: utjecaj temeljnog obrazovanja studenata, znanja i empatije', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, accessed 17 October 2024, https://urn.nsk.hr/urn:nbn:hr:141:651527

Stanić M. Stavovi studenata različitih studija o inkluziji djece s posebnim potrebama: utjecaj temeljnog obrazovanja studenata, znanja i empatije [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education; 2014 [cited 2024 October 17] Available at: https://urn.nsk.hr/urn:nbn:hr:141:651527

M. Stanić, "Stavovi studenata različitih studija o inkluziji djece s posebnim potrebama: utjecaj temeljnog obrazovanja studenata, znanja i empatije", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, Osijek, 2014. Available at: https://urn.nsk.hr/urn:nbn:hr:141:651527

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TitleStavovi studenata različitih studija o inkluziji djece s posebnim potrebama: utjecaj temeljnog obrazovanja studenata, znanja i empatije
AuthorMonika Stanić
MentorIvana Sekol (mentor)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Education
Osijek
Defense date and country2014-09-30, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
General Pedagogy
Abstract
Stavovi prema djeci s posebnim potrebama kroz povijest bili su negativni. Djeca s posebnim potrebama smatrana su manje vrijedna te su smještavana u posebne ustanove gdje ih se, prema medicinskom modelu, pokušavalo “izlječiti”. Na djecu s posebnim potrebama gledalo se kroz njihova ograničenja i poteškoće, a ne kroz njihove sposobnosti, interese i potencijale (Bratković, 2004). Sve veća tendencija uključivanja djece s posebnim potrebama u redovno razredno okruženje stvara dobre temelje za mijenjanje negativnih stavova prema toj djeci kao i za inkluzivno obrazovanje. Inkluzija podrazumijeva izjednačavanje prava djece s posebnim potrebama s ostalom djecom, a osnovni princip od kojeg polazi je normalizacija (Borić i Tomić, 2012; Karamatić Brčić, 2012). Cilj ovog diplomskog rada bio je utvrditi kako temeljno obrazovanje, znanje i empatija utječu na stavove studenata različitih studija o inkluziji djece s posebnim potrebama. U istraživanju je sudjelovalo 150 ispitanika s tri različita fakulteta (Učiteljskog fakulteta, Elektrotehničkog fakulteta i Edukacijsko-rehabilitacijskog fakulteta). Ispitivanje je provedeno na konstruiranim upitnicima o stavovima i znanju te već postojećem upitniku empatije. Rezultati su pokazali kako postoji statistički značajna pozitivna povezanost znanja i empatije sa stavovima o inkluziji djece s posebnim potrebama u redovno razredno odjeljenje.
Abstract (english)
Throughout history, the attitudes towards children with special needs were negative. Children with special needs were considered inferior to other children. They used to be placed in special institutions where they were, according to the medical model, treated in order to be “cured”. Children with special needs were perceived thorugh the scope of their limitations and difficulties, rather than through the scope of their abilities, interests and potentials. The increasing tendency for including children with special needs in the regular classroom setting creates a good basis for changing attitudes towards these children as well as for inclusive education and ultimately the creation of an inclusive society. Inclusion implies equating the rights of children with special needs with the rights of other children. The basic principle of inclusion is normalisation. The main objective of this study was to determine how basic education, knowledge and empathy influence the attitudes of students of different studies about the inclusion of children with special needs. The survey included 150 respondents from three different faculties (Faculty of Teacher Education, Faculty of Electrical Engineering and the Faculty of Education and Rehabilitation Sciences). Survey was conducted using a newly constructed questionnaire on attitudes and knowledge about inclusion and an already existing empathy questionnaire. The results indicated that students’ basic education, knowledge and empathy were positively related to attitudes about the inclusion of children with special needs to the regular classroom setting.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:141:651527
Study programmeTitle: Integrated undergraduate and graduate university Class Teacher Studies
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsClosed access
Terms of useLicence In copyright icon
Created on2017-07-07 11:21:02