COMPETENCES OF TEACHERS FOR TEACHING PHYSICAL EDUCATION WITH STUDENTS WITH SPECIAL NEEDS

Djeca s teškoćama u razvoju manifestiraju teškoće zbog kojih neće moći dosegnuti odgovarajuću razinu zdravlja ili razvoja bez dodatne podrške ili posebnih usluga zdravstvene zaštite, rehabilitacije, obrazovanja i odgoja, socijalne zaštite i drugih oblika podrške. (Išpanović-Radojković, 2007, prema Bouillet, 2010) Iako je danas integracija djece s teškoćama u redovne škole sve prisutnija i dalje postoji strah i brojni izazovi koji prate dolazak uĉenika s teškoćama u razred. Društvo sve više spoznaje potrebu o poštivanju prava na razliĉitost, ali djeca i dalje ne mogu pronaći primjeren odgovor na svoje posebne potrebe. Okolina u kojoj dijete najprije treba pronaći odgovore je svakako njegova obitelj, ali nakon nje to su predškolske i školske ustanove. U tome procesu najveću ulogu imaju odgojitelji i uĉitelji. (Bouillet, 2010) Uĉiteljima je svakako veliki izazov isplanirati nastavu i prilagoditi plan i program za uĉenika s teškoćama pa tako i nastavu Tjelesne i zdravstvene kulture. Upravo zbog toga sam se odluĉila istraţiti navedenu temu i uvidjeti nedostatke školstva. Cilj ovoga istraţivanja je utvrditi koliko su uĉitelji kompetentni za izvoĊenje nastave Tjelesne i zdravstvene kulture s uĉenicima s teškoćama. Od istraţivaĉkih instrumenata korištena je anketa. U istraţivanju je sudjelovalo 119 uĉiteljica i uĉitelja brodskih škola, kao i uĉiteljice i uĉitelji iz ostalih dijelova Republike Hrvatske putem online ankete. TakoĊer, istraţila sam i studijske programe uĉiteljskih studija u Republici Hrvatskoj kako bih saznala koliko studenti tijekom studiranja steknu kompetencije za rad s uĉenicima s teškoćama. Rezultati su pokazali kako se mali broj uĉitelja smatra kompetentnima za izvoĊenje nastave tjelesne i zdravstvene kulture s uĉenicima s teškoćama, a većina ih smatra kako je potrebno uvesti promjene u školstvo kako bi se situacija poboljšala.Children with disabilities manifest disabilities which do not allow them to reach the acceptable level of wellness or development without additional support or extra healthcare services, rehabilitation, education, social services or other forms of support. (Išpanović- Radojković, 2007, prema Bouillet, 2010) Even though the integration of children with disabilities into regular schools is on the rise, there is still fear and numerous challenges that exist following the coming of students with disabilities into a classroom. Our society is more and more acknowledging of the need for accepting of differences, but children are still unable to find the appropriate answer for their needs. The environment in which the children should be able to find those answers is first and foremost their family, but after that, preeschools and schools should also be offering them those answers. While going through that process, teachers and educators have the most significant role. (Bouillet, 2010) It is certainly a big challenge for the teachers to plan out and organize their teaching process and furthermore, adjust the syllabus for students with disabilities which includes physical education. This was the reason for my choosing to research this topic and trying to identify the shortcomings of our school system. The goal of this research is to identify the level of competence for teaching physical education to students with disabilities among teachers. The measuring instrument used in this research was a poll. 119 teachers from Slavonski Brod and other parts of Croatia answered the online poll. Furthermore, I have researched the syllabuses from different Faculties of teacher education in Croatia with the intention of identifying the level of competence for work with children with disabilities the students of those universities should be developing. The results of the research are indicating that a very small number of teachers consider themselves competent for teaching physical education to students with disabilities and that most of them think that changes of the school system would make the situation better