Slovenian and Croatian primary teachers on the integration of children with special educational needs into mainstream

V teoretičnem delu smo opisali značilnosti posameznih skupin otrok s posebnimi potrebami (OPP). Opredelili smo pojem inkluzije v vzgojno-izobraževalnem procesu, predstavili zakonske osnove za udejanjanje inkluzije v Sloveniji in na Hrvaškem ter opisali značilnosti vključevanja OPP v redne šole. Teoretični del smo zaključili z opredelitvijo stališč in predstavili njihov pomen za učiteljevo delo ter opisali značilnosti strahov učiteljev razrednega pouka pri delu z OPP. Namen raziskave, ki smo jo opisali v magistrskem delu, je bil raziskati stališča učiteljev razrednega pouka Slovenije in Hrvaške do vključevanja posameznih skupn OPP v redne osnovne šole ter preveriti strahove učiteljev, s katerimi se pri tem soočajo. V raziskavi je sodelovalo 116 učiteljev razrednega pouka (66 slovenskih in 50 hrvaških), ki so odgovarjali na spletni vprašalnik, oblikovan za namen raziskave. Ugotovitve kažejo, da imajo slovenski učitelji največ težav z vključevanjem v redne šole z otroki z motnjami v duševnem razvoju in nato z otroki s slepoto in slabovidnostjo, hrvaški učitelji pa imajo največ težav z vključevanjem otrok v redne osnovne šole z otroki z avtistično motnjo in nato otroki z govorno-jezikovnimi motnjami. Slovenski učitelji se na splošno čutijo manj kompetentne za delo z OPP v primerjavi s hrvaškimi učitelji, oboji pa se ocenjujejo kot najbolj usposobljene za delo z otroki s specifičnimi učnimi težavami. Visoka stopnja prilagajanja dela z OPP je prisotna pri slovenskih in hrvaških učiteljih, a z nekaterimi specifikami. Učitelji so pri delu z OPP izpostavili različne težave, med njimi npr. nezadostno usposobljenost za delo z OPP in pomanjkanje ustreznih strokovnih delavcev na šoli.Na splošno učitelji dela z OPP ne dojemajo kot težkega, strah jih je le dela z določenimi skupinami OPP, kot so otroci z avtistično motnjo, otroci z motnjami v duševnem razvoju ter otroci s čustvenimi in vedenjskimi motnjami. Slovenski učitelji v primerjavi s hrvaškimi poročajo, da jih je bolj strah dela z otroki s slepoto in slabovidnostjo in otroki z gluhoto in naglušnostjo. V procesu vključevanja otrok s posebnimi potrebami se slovenski in hrvaški učitelji pogosto počutijo prepuščene samim sebi. Vloga učitelja razrednega pouka je zelo pomembna, saj je vsakodnevno neposredno vključen v proces dela z otroki v razredu. Zato je dobro, da ima dovolj znanja za delo z različnimi otroki in da se pri svojem delu počuti kompetentno. Ključne besede: otroci s posebnimi potrebami, redna osnovna šola, inkluzija, učitelji razrednega pouka, stališča, strahovi.The theoretical part focused on describing the characteristics of certain groups of children with special educational needs (SEN)defining the term \u27inclusion\u27 in the educational systempresenting the legal requirements in Slovenia and Croatia for successful implementation of inclusive practicesand describing the characteristics of integrating children with SEN into mainstream elementary schools. Finally, it defined the teachers\u27 attitudes and their role in teachers\u27 work and described the role teachers\u27 fears play when working with children with SEN. The aim of the research was to investigate the attitudes of Slovenian and Croatian lower- primary teachers on integration of children with SEN into mainstream elementary school. In addition, the research aimed at investigating the fears teachers experience regarding the inclusion process. The participants were 116 lower-primary teachers (66 Slovenian and 50 Croatian) who completed an online questionnaire, designed specifically for this research. The research showed that Slovenian teachers faced most difficulties while working with children with intellectual disabilities, as well as with children with visual impairments. Croatian teachers, on the other hand, experienced most difficulties in the process of integration of children with autistic spectrum disorders and children with speech and language impairments. Slovenian teachers generally felt less competent to work with children with SEN than Croatian teachers did, while both groups of teachers felt most qualified to work with children with specific learning difficulties. Both Slovenian and Croatian teachers reported having to adapt their teaching methods to a great extent, with small differences between the two groups. The teachers mentioned they faced various challenges when teaching children with SEN, such as not being educated enough for teaching children with SEN and not being provided with the help of qualified expert associates in the school. The teachers do not generally consider teaching children with SEN to be difficult, but are afraid of working with certain groups of children with SEN, such as children with autistic spectrum disorders, children with intellectual disabilities, and children with behavioral and emotional difficulties. As opposed to Croatian teachers, Slovenian teachers feel more afraid of teaching children with visual and hearing impairments. In the process of integration of children with SEN into mainstream schools, Slovenian and Croatian teachers often feel left on their own. Since the role of lower-primary teachers is extremely important in the proces of children\u27s education, they should be educated enough and should be able to feel competent to teach various groups of children