ULOGA UĈITELJA U SOCIJALIZACIJI DJECE S POSEBNIM POTREBAMA

Unatoč tomu što se inkluzijom povećao broj socijalnih interakcija učenika s posebnim potrebama i njihovih vršnjaka, razina uspješnosti njihove socijalizacije još uvijek nije zadovoljavajuća. Uloga je učitelja potaknuti razvoj socijalnih kompetencija svih svojih učenika stvarajući ugodno i podrţavajuće razredno ozračje gdje vladaju pozitivni i poticajni meĎuodnosi i gdje se svaki učenik osjeća prihvaćenim i poštovanim. Empirijsko istraţivanje provedeno je na uzorku od 128 ispitanika, a uzorak su činili osnovnoškolski učitelji i učiteljice razredne i predmetne nastave. S obzirom na ključnu ulogu učitelja čiji stavovi i osposobljenost za rad s djecom s posebnim potrebama utječe na proces njihove socijalizacije, istraţivanjem se htjelo ispitati 3 stavke, a to su 1) učiteljska samoprocjena osjećaja, stavova i zabrinutosti oko inkluzivnog obrazovanja, 2) učiteljska samoprocjena o spremnosti za provedbu inkluzivnih praksi te 3) procjena učiteljskih stavova o poticanju razvoja socijalnih kompetencija učenika. Rezultati su pokazali da, vezano za prvu stavku, nema statistički značajne razlike u samoprocjeni s obzirom na nastavnu razinu i veličinu mjesta te da se samoprocjena djelomično razlikuje s obzirom na spol, radno iskustvo, razinu izobrazbe i prethodno iskustvo. Što se tiče druge stavke, nema razlike s obzirom na radno iskustvo, nastavnu razinu, veličinu mjesta, razinu izobrazbe i prethodno iskustvo. Što se treće stavke tiče, postoji statistički značajna razlika s obzirom na radno iskustvo učitelja. Sukladno dobivenim rezultatima, vidiljiva je statistički značajna povezanost u samoprocjeni osjećaja, stavova i zabrinutosti oko inkluzivnog obrazovanja, spremnosti za provedbu inkluzivnih praksi te stava o poticanju razvoja socijalnih kompetencija učenika kod ispitanih osnovnoškolskih učiteljaDespite the fact that inclusion increased the number of social interactions of students with special needs and their peers, the level of success of their socialization is still not satisfactory. The teacher's role is to encourage the development of social competences of all his students by creating a pleasant and supportive classroom atmosphere where positive and stimulating relationships prevail and where every student feels accepted and respected. The empirical research was conducted on a sample of 128 respondents, and the sample consisted of elementary school teachers of classroom and subject classes. Considering the key role of teachers whose attitudes and skills for working with children with special needs influence the process of their socialization, the research wanted to examine 3 items, namely 1) teacher selfassessment of feelings, attitudes and concerns about inclusive education, 2) teacher selfassessment on readiness to implement inclusive practice and 3) assessment of teachers' attitudes on encouraging the development of students' social competences. The results showed that, with regard to the first item, there is no statistically significant difference in selfassessment with regard to the teaching level and the size of the place, which self-assessment partially differs with regard to gender, work experience, level of education and previous experience. As for other items, there is no difference with respect to work experience, teaching level, site size, level of education and previous experience. As for the third item, there is a statistically significant difference with regard to the teacher's work experience. According to the obtained results, a statistically significant correlation is visible in the selfassessment of feelings, attitudes and concerns about inclusive education, readiness to implement the inclusive practice and attitude about encouraging the development of students' social competences among the examined primary school teachers