Competences of class teachers in working with hearing impaired students

Prateći razvoj događaja kroz povijest, uočava se kako djeca s teškoćama u razvoju nisu imala nikakva prava na obrazovanje. Kako je vrijeme prolazilo, sve se intenzivnije radilo na poboljšanju njihovih prava, a zatim su stekla pravo na obrazovanje u posebnim odgojno-obrazovnim ustanovama i centrima. Danas se poznaju dobrobiti odgojno-obrazovne inkluzije te se učenike s teškoćama može uključiti u redovne škole ukoliko se procijeni da su njihove mogućnosti veće u redovnom razrednom odjelu. Iako je jasno što znači inkluzija, danas u školama još uvijek teško uočavamo tu inkluzivnu praksu. Učenici s oštećenjem sluha jedna su od skupina učenika na Orijentacijskoj listi vrsta teškoća koji za uspješno pohađanje nastave trebaju individualni pristup učitelja te određenu metodičko-didaktičku potporu. Kako bi učitelj mogao to pružiti učeniku, mora posjedovati poseban sklop znanja, vještina i sposobnosti, odnosno posjedovati kompetencije koje će mu pomoći pri zadaći odgoja i obrazovanja učenika s oštećenjem sluha. U radu se donose primjeri dobre prakse u radu s učenicima s oštećenjem sluha kao i prijedlozi prilagodbi načina rada. Cilj istraživanja bio je saznati koje su kompetencije najpotrebnije učitelju za rad s učenicima s oštećenjem sluha te smatraju li se dovoljno kompetentnima za obavljanje te zadaće. Rezultati su pokazali kako su za rad s učenicima s oštećenjem sluha učitelju najvažnije komunikacijske i socijalne kompetencije, a sami učitelji se ne procjenjuju dovoljno kompetentnima za obrazovanje učenika s teškoćama te smatraju da su im potrebna dodatna usavršavanja.Throughout history, children with developmental disabilities have not had any rights to education, over time work was done to improve their rights, then they acquired the right to education in special educational institutions and centers. Today we know the benefits of educational inclusion and students with disabilities can be included in mainstream schools if their possibilities are assessed to be higher in the regular class department. Although it is clear what inclusion means, today in schools we still find it difficult to see this inclusive practice. Students with hearing impairments are one of the groups of students on the Orientation List of types of disabilities who need an individual approach of the teacher and certain methodical-didactic support to successfully attend classes. In order for the teacher to provide this to the student, he must possess a special set of knowledge, skills and abilities, that is, possess competences that will help him with the task of upbringing and education of the student with hearing impairment. The paper presents examples of good practice in working with students with hearing impairments as well as suggestions for adjustments to the way they work. The aim of the study was to find out which competencies are most needed by the teacher to work with hearing impaired students and whether they are considered competent enough to perform this task. The results showed that communication competences and social competences are paramount to work with students with hearing impairments, and the teachers themselves are not considered competent enough to educate students with disabilities and feel that they need additional training