Attitudes of History Teachers in Regular Elementary Schools Towards Integrated Hearing Impaired Pupils and Pupils With Speech and Language Disorders in Communication and Specific Difficulties in Studying

U radu su prikazani rezultati analize stavova ucitelja povijesti osnovnih redovnih škola sjeverozapadne Hrvatske prema integriranim ucenicima oštecena sluha i ucenicima s poremecajima govorno-jezicne komunikacije te sa specifi cnim teškocama u ucenju. Ispitivanjem je obuhvaceno 78 ucitelja povijesti nekih redovnih osnovnih škola sjeverozapadne regije Republike Hrvatske: Grad Zagreb - Zapad, Ivanic Grad, Zaprešic i Sisak. Iz dobivenih rezultata razvidno je da su prema procesu integracije izraženi najpovoljniji stavovi, ali su znatno nepovoljniji prema uvjetima rada i provedbi edukacijske integracije. Dakle, analiza dobivenih rezultata ukazuje da ucitelji povijesti imaju pretežno nepovoljne stavove prema uvjetima rada i provedbi nastave u kojima se odgojno – obrazovna integracija provodi. Rezultati usporedbe stavova ucitelja povijesti iz razlicitih regija pokazuju da su rezultati uzoraka uglavnom ujednaceni, tj. da uglavnom nema statisticki znacajne razlike. Statisticki znacajna razlika za neke varijable dobivena je na uzorku ispitanika u sjeverozapadnoj Hrvatskoj unutar Zagrebacke županije.In this paper we analyze the attitudes of history teachers in elementary schools of northwest Croatia towards the pupils with hearing and/or speech impairments and the pupils with speech and voice disorders in communication and specific difficulties in studying integrated into regular schools. Investigation includes 78 history teachers in some regular elementary schools of northwest region of the Republic of Croatia: City of Zagreb – West, Ivanić Grad - Zagreb county, Zaprešić – Zagreb county, Sisak. From the obtained results it is obvious that history teachers have the most favourable attitudes towards the process of integration, but they are les favourable towards the conditions of work and implementation of educational integration. The analysis of obtained results shows that history teachers have predominantly negative attitudes towards the conditions of teaching in which educational integration is carried out when a pupil with difficulties in development is in the class. The results of examination of history teachers’ attitudes are mostly uniform, i.e. there is no statistically significant difference. In northwest Croatia for some variables statistically significant difference is obtained in the sample of examinees inside the County of Zagreb