Students with neurodevelopmental disorders perceiving school activities

Grupaciji neurorazvojnih poremećaja koji uključuju značajne teškoće intelektualnih, motoričkih, jezičkih i socijalnih sposobnosti pripadaju intelektualna ometenost, poremećaj iz spektra autizma, poremećaj pažnje sa hiperaktivnošću, poremećaji komunikacije i specifični poremećaj u učenju. U literaturi se ističe da je nedovoljan broj istraživačkih podataka o aktivnostima u školi kod učenika koji nastavu prate prema prilagođenom ili izmenjenom programu, bilo da se oni školuju u inkluzivnim uslovima, ili u školi za učenike sa smetnjama u razvoju. Cilj ovog istraživanja bio je da ispita precepciju učenika s neurorazvojnim poremećajima o aktivnostima u školi koju pohađaju, kao i da utvrdi da li postoji razlika u ovom domenu između učenika koji se školuju u inkluzivnim i neinkluzivnim uslovima. U istraživanju je učestvovalo 50 ispitanika sedmog i osmog razreda. Prilikom prikupljanja podataka primenjen je instrument pod nazivom Moja osnovna škola (Booth & Ainscow, 2010). Rezultati istraživanja su pokazali da postoje statistički značajne razlike između skorova ispitanika inkluzivnih i neinkluzivnih škola i da se te razlike javljaju u ajtemima koji se odnose na rad nastavnika. Praktične implikacije ovog istraživanja ukazuju da sticanje uvida u to kakva je percepcija obe grupe učenika prema aktivnostima u školi, i koje su to kompetencije koje oni posebno cene, može značajno doprineti efikasnijem i adekvatnijem planiranju IOP-a i sprovođenju nastavnog procesa, te na taj način pomoći i učenicima i nastavnicima u procesu učenja.Intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, communication disorders and specific learning disorder, belong to the group of neurodevelopmental disorders, that include significant difficulties in intellectual, motor, language and social abilities. The literature points out that there is an insufficient amount of research data on school activities for students who follow classes according to an adapted or changed program, whether they study in inclusive conditions, or in a school for students with developmental disorders. The aim of this research was to examine the perception of students with neurodevelopmental disorders according to the activities in the school they attend, as well as to determine whether there is a difference in this domain between students in inclusive and noninclusive conditions. Fifty respondents of seventh and eighth grade participated in the research. An instrument called My primary school (Booth, & Ainscow, 2010) was used to collect data. Results of the research showed that there are statistically significant differences between the scores of the respondents of inclusive and non-inclusive schools and that these differences appear in the items related to the work of teachers. The practical implications of this research indicate that gaining insight into the perception of students in both groups towards school activities, and which competencies they particularly value, can significantly contribute to more efficient and adequate IEP planning and teaching process, and thus assist both students and teachers in the learning process