Inclusive education experience of children and youth with hearing impairment: sociological research

Razni autori ističu da je u suvremenom društvu stavljen naglasak na uključenost svih marginaliziranih skupina društva. Suvremeno društvo teži povezanosti i integraciji svih pojedinaca bez obzira na njihove razlike i poteškoće. To podrazumijeva, između ostalog, i model inkluzije obrazovanja koji bi uključio svu djecu i mlade bez obzira na njihove poteškoće u razvoju u redovni obrazovni sustav. Taj model bi im dao jednake šanse za obrazovanje kao i djeci bez teškoća u razvoju, ali i za društvenu interakciju i ostale svakodnevne društvene aktivnosti. Gluhe i nagluhe osobe pripadaju marginaliziranim skupinama društva, teže jednakosti i uključenjem u sve aspekte društvenog djelovanja, počevši s obrazovanjem. Ovo istraživanje se bavi iskustvima inkluzije gluhih i nagluhih učenika u srednjim školama u Splitu. Cilj je bio ispitati i utvrditi njihova mišljenja i stavove o njihovoj uključenosti u redovni obrazovni sustav. Metode koje su se koristile su anketni upitnik i polustrukturirani intervju. Anketni upitnik je proveden da uzorku od sedam učenika, a polustrukturirani intervju na uzorku od četiri prevoditeljice u nastavi. Rezultati istraživanja potvrđuju da prema mišljenju sudionika još uvijek nije došlo do potpune inkluzije. Nastavni materijali nisu njima prilagođeni, nedostaje edukacije za njihove nastavnike i ostalo školsko osoblje koje je s njima u kontaktu, no imaju podršku stručnih službi škole te se nastavnici zaista u trude u radu i komunikaciji s njima. Sudionici se osjećaju prihvaćeni od strane svojih prijatelja u društvu. Konačno, asistenti u nastavi su ukazali na nedostatke online nastave za njihove korisnike, nepripremljenost ministarstva, kao i škola, na nenadane, izvanredne situacije u nastavi.Different authors say contemporary society places emphasis on inclusion of all marginalized groups. Conteporary society longs for inclusion and integration of all individuals no matter what their differences and difficulties are. This involves a model for enclusive education that is meant to involve all children and youths no matter their developmental difficulties in the regular education system. This model is meant to give equal chances for education to everybody, including children with disabilities, but also to give an equal chance for all social interactions and other everyday activities. Deaf and hard of hearing persons belong to a marginalized group that seek equality and inclusion in all aspects of social life, beginning with education. This reshearch deals with experiances of deaf and hard of hearing students with inclusive models of education in high schools in the city of Split. The goal was to examine their expiriences and to determine their opinions and stances abouth their own inclusion in the regular education system. Methods that were used are a survey questionnaire and a semi-structured interview. Survey was conducted on a sample of seven students, the semi-structured interview was conducted on a sample of four educational interpretors. The results show that complete inclusion among our sample students has not yet been achieved. Class materials are not adjusted to the deaf and hard of hearing students, their teachers and other school personel who are in contact with them lack in education to work an comunicate with deaf and hard of hearing students. The deaf and hard of hearing students in our sample feel accepted by their peers. The interpreters in our sample showed us the shortcomings of the online classes for their students, the lach of preparation from the ministry and schools for these emergency situation