Teachers\u27 aspects to the inclusive practices in primary schools in the Savinja valley

Ker je učitelj v osnovni šoli eden od ključnih akterjev pri vključevanju otroka s posebnimi potrebami v osnovnošolski sistem, želimo v diplomski nalogi raziskati vidike le-teh. Uspešnost inkluzije otrok s posebnimi potrebami v osnovne šole je v veliki meri odvisna prav od učiteljeve pripravljenosti in seveda od njegove usposobljenosti za delo z otroki s posebnimi potrebami. V teoretičnem delu smo predstavili razvoj inkluzije na mednarodnem področju, v Sloveniji in na področju Savinjske doline. Nadalje v teoretičnem delu opisujemo inkluzijo, predstavljamo otroke s posebnimi potrebami, pogoje in ovire za izvajanje inkluzije, pozitivna in negativna pojmovanja inkluzije, inkluzivne spremembe učiteljeva dela, timsko delo in individualiziran program. Namen empiričnega dela je raziskati in predstaviti vidike učiteljev osnovnih šol do inkluzije otrok s posebnimi potrebami v Savinjski dolini, ugotoviti dejavnike, ki vplivajo na njihova stališča. Za merski instrument smo izbrali anketni vprašalnik. Vzorec raziskave je zajemal pet osnovnih šol Savinjske regije, skupaj 125 učiteljev razrednega in predmetnega pouka. Z dobljenimi podatki je cilj raziskave podati predloge za odpravo morebitnih pomanjkljivosti in učinkovitosti inkluzivne prakse. Z raziskavo smo ugotovili, da je največja težava pri vključevanju otrok s posebnimi potrebami pomanjkanje učiteljevega znanja na tem področju. Posledično je tudi stališče učiteljev do inkluzije nespodbudno naravnano, saj več kot polovica anketiranih učiteljev meni, da se morajo otroci s posebnimi potrebami izobraževati v specializiranih ustanovah. Učitelji delo z otroki s posebnimi potrebami ne vidijo kot breme, vendar bi želeli na tem področju več izobraževanj, tako na primarnem nivoju (študij na fakulteti) kot na sekundarnem nivoju (seminarji ob delu).Because primary school teachers are the most important persons in integration of a child with special needs into elementary school system I wanted to research their viewpoint about integration in my diploma. Efficiency of inclusion of such children hugly depends on teacher\u27s willingness , his practical and theoretical knowledge and competences for work with children with special needs. In theoretical part I introduced the development of inclusion in the international field, in Slovenia and in the area of the Savinja valley. In a theoretical part of diploma I describe inclusion, I write about children with special needs , their specific requirements, about conditions and obstacles in implementation of inclusion. I write about positive and negative compehension of inclusion, inclusive changes in the teachers\u27 work, about team work and individual programs. The intention of empirical part is to research and introduce primary theachers\u27 views on the inclusion of the children with special needs in the Savinja valley and to establish factors that define their viewpoints. I chose a survey as an instrument. A sample included five primary schools in the Savinja valley and 125 teachers all together – class teachers and the subject teachers. The purpose of the research is to find out and to suggest some propositions for elimination of eventual deficiencies and to improve the practice of inclusion. The results of the research showed that the biggest obstacle in integration is a lack of teachers\u27 professional knowledge in this field. Consequently the teachers\u27 viewpoint on inclusion is discouraging. More than half of the teachers who participated in the survey believed that children with special needs should have been educated in specialized institutions. Teachers don\u27t see their work with these pupils as a burden, but they agree they should have more professional trainings in this field, both at primary level (university study) as well as at the secondary level (seminars)