Attitudes of Parents of Elementary School Vladimir Nazor of Čepin the curriculum aimed at children with special needs

CILJ ISTRAŽIVANJA: Cilj istraživanja je ispitati stavove roditelja o integraciji djece s posebnim potrebama u redovne škole te postoje li razlike u stavovima obzirom na spol, stručnu spremu, bračni status, te jesu li roditelji učenika razredne ili predmetne nastave. NACRT STUDIJE: Studija je presječna. ISPITANICI I METODE: Ispitanici su roditelji učenika Osnovne škole „Vladimir Nazor“ u Čepinu. U istraživanju je sudjelovalo 120 roditelja učenika razredne i 120 roditelja učenika predmetne nastave. Kao instrument istraživanja upotrebljavana je anketa „Inventar stavova roditelja prema inkluziji učenika u redovne škole”. Osim demografskih podataka (spol, stručna sprema, bračno stanje) anketa sadrži 30 tvrdnji koje se odnose na stavove roditelja prema djeci s posebnim potrebama te na njihov utjecaj na ostalu djecu. Roditelji na tvrdnje mogu odgovoriti ocjenom od 1 do 3. REZULTATI: Da se učenici s posebnim potrebama imaju pravo družiti sa vršnjacima iz redovnih škola smatra 231 (96,3 %) ispitanik te da to druženje treba biti svakodnevno smatra njih 196 (81,7 %). Da vršnjaci mogu uvelike utjecati na razvoj djeteta sa posebnim potrebama smatra 209 (87,1 %) ispitanik. Značajno više ispitanika svih stručnih sprema se izjasnilo kako smatraju da će se učenici s posebnim potrebama najbolje razvijati i pripremati za život ako se stalno budu družili sa vršnjacima iz redovnih škola (Fischerov egzaktni test, P = 0,001). ZAKLJUČAK: Postoje razlike obzirom na razred koji dijete pohađa. Ne postoje značajne razlike u stavovima roditelja učenika razredne u odnosu na stavove roditelja učenika predmetne nastave.OBJECTIVE: Objective of this study was to find out the attitudes of parents about integration of children with special needs in regular schools, and if there are any differences in attitudes considering gender, qualifications, marriage status, and if parents' children attend classroom teaching (from 1st to 4th grade) or if they have special subject teachers (from 5th to 8th grade). STUDY DESIGN: This is cross-sectional study. PARTICIPANTS AND METHODS: Participants were parents of children attending Elementary school Vladimir Nazor in Čepin. Parents of children attending classroom teaching numbered 120, while parents of children having special subject teachers also numbered 120. The questionnaire used for this study was the Questionnaire on Attitudes towards Inclusion of Children with Special Needs in Regular Schools and could be answered on a scale from 1 to 3. Aside from demographical data (gender, qualifications and marriage status), the questionnaire also contained 30 views that refer to attitudes of parents towards children with special needs and their influence on other children. RESULTS: 231 (96,3 %) participants think that children with special needs have a right to associate themselves with children from regular schools and 196 (81,7%) participants think that it should happen everyday. 209 (87,1 %) participants think that children from regular schools are able to greatly influence development of children with special needs. Significantly more participants with a higher education think that children with special needs will develop and prepare for life better if they associate themselves with peers from regular schools (Fischer's exact test, P = 0,001). CONCLUSION: There are differences considering the type of teaching (classroom teaching vs subject teaching), however there are no statistically significant differences in attitudes of parents whose children attend classroom teaching and parents whose children have special subject teachers