Usporedba nastave hrvatskoga jezika u redovnom obrazovnom sustavu i ustanovama za odgoj i obrazovanje namijenjenima osobama s posebnim potrebama (na primjeru Centra za odgoj i obrazovanje „Slava Raškaj“ Zagreb)

Ovim je radom prikazan položaj učenika s teškoćama u razvoju u hrvatskom odgojno-obrazovnom sustavu, pri čemu je naglasak postavljen na prikaz njihove uključenosti u posebne odgojno-obrazovne ustanove poput Centra za odgoj i obrazovanje „Slava Raškaj“ Zagreb. Kako se učenici s teškoćama nastoje u što većem broju integrirati u redovne škole, navedena su osnovna obilježja procesa integracije u usporedbi s procesom inkluzije koji se nameće odnosno nastoji prikazati kao budućnost zajedničkog odgoja i obrazovanja učenika s teškoćama i učenika bez teškoća u razvoju. Trenutni položaj učenika s teškoćama u hrvatskom odgojno-obrazovnom sustavu uređen je određenim zakonskim aktima pa se u radu donose i pojedine odredbe najvažnijih zakona i pravilnika za učenike s teškoćama te se prikazuje ustroj i djelovanje Centra „Slava Raškaj“ kao posebne odgojno-obrazovne ustanove u kojoj se provodio istraživački dio ovoga rada. Središnji dio rada usmjeren je na konkretni prikaz rada s učenicima s različitim teškoćama u nastavi hrvatskoga jezika u srednjoj strukovnoj školi Centra. Nakon prikaza nastave književnosti i jezika u redovnim školama opisana je izvedba deset nastavnih sati u trima razredima strukovne škole Centra nakon kojih se donose odgovarajući osvrti te se pokušavaju dati preporuke za njihova poboljšanja, pritom pazeći na karakteristike teškoća učenika koji pohađaju nastavu u određenom razredu. Na kraju se sažimaju neke od najvažnijih prilagodbi nastavnoga procesa učenicima s teškoćama.This paper shows the status of the students with developmental disabilities in Croatian education system with special attention given to the representation of students’ involvement in special educational institutions such as Center for Training and Education “Slava Raškaj” Zagreb. Since the great number of students with developmental disabilities is trying to integrate into regular schools, basic features of process of integration are compared to the process of inclusion which is favored, i.e. tends to be presented as the future of joint education of students with disabilities and their peers. As current status of students with developmental disabilities in Croatian education system is defined by certain legislative acts, some provisions of the most important laws and regulations for students with developmental disabilities are given. Moreover, organizational structure and operation of Center for Training and Education “Slava Raškaj” Zagreb is shown and the mentioned centre is represented as a special educational institution in which the research described in the paper was conducted. The central part of the paper is oriented towards concrete presentation in teaching Croatian Language and Literature to students with various disabilities in vocational secondary school that is part of the Center. Firstly, teaching of Croatian Language and Literature in regular schools is described followed by the description of ten teaching classes conducted in three classes of vocational school that is part of the Center. After that, corresponding reviews are given and some effort is put to propose recommendations for their improvement wherefore the characteristics of disabilities of students who attend classes at a particular level are taken into account. At the end some of the most important adjustments of educational process in which students with disabilities are taking part are summarized