Stališča učiteljev v osnovnih šolah do inkluzivnega izobraževanja v Sloveniji: kvalitativna raziskava
DOI:
https://doi.org/10.37886/Ključne besede:
otroci s posebnimi potrebami, inkluzija, izobraževanje, odnos učiteljev, kvalitativna študija, modeli delaPovzetek
Raziskovalno vprašanje (RV): Kakšen je odnos slovenskih osnovno-šolskih učiteljev do inkluzije otrok s posebnimi potrebami v redne šolske programe?
Namen: Namen študije je bil vzpodbuditi učitelje, da delijo svoje osebne izkušnje in refleksije, kar bi lahko pripomoglo k razvoju bolj učinkovitih metod dela.
Metoda: To je bila kvalitativna študija, ki je vključevala fokusne in individualne, pol-strukturirane intervjuje. Za analizo materiala je bila uporabljena kvalitativna tematska analiza.
Rezultati: Iz analize je izšlo pet kategorij. Ta članek se osredotoča na tri kategorije, ki opisujejo delitev učiteljev v dve skupini glede na njihov odnos do inkluzije in otrok s posebnimi potrebami. Organizacija: Rezultati raziskave nakazujejo, da slovenski šolski sistem še ni povsem prešel na inkluzivni model dela. Učitelji ne dobijo dovolj podpore in niso ustrezno izobraženi za inkluzijo, primanjkuje pa tudi medprofesionalne podpore.
Družba: Inkluzija otrok s posebnimi potrebami je odraz kakovosti celotnega izobraževalnega sistema in družbe kot celote.
Originalnost: Ta študija je poglobila razumevanje odnosa učiteljev do inkluzije in rezultate povezala z drugimi mednarodnimi študijami o inkluziji.
Omejitve / nadaljnje raziskovanje: Nadaljnje raziskave bi se lahko osredotočile na razvoj in implementacijo programov izobraževanja za učitelje in na razvoj podporne mreže, ki bi temeljila na sodelovanju znotraj inkluzivnega modela dela.
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