Standpoints of higher education professors towards the inclusion of students with special needs and the implementation of adjustments in the study process

Število študentov s PP se v Sloveniji povečuje. To kažejo podatki, pridobljeni s strani Univerz v Mariboru in Ljubljani. V Mariboru se je med leti 2016 in 2020 število študentov s PP povečalo za več kot 188 %, v Ljubljani pa za več kot 124 %. S tem se povečuje potreba profesorjev po dodatnem znanju s področja PP. S pomočjo prilagojenega vprašalnika smo opravili raziskavo med visokošolskimi profesorji na petih fakultetah Univerze v Mariboru. Raziskovali smo razlike v stališčih visokošolskih profesorjev glede na njihov spol, študijski program in njihovo vključenost v usposabljanje s področja PP in izvajanja prilagoditev. Ugotovili smo, da imajo visokošolski profesorji pozitivna stališča do vključevanja študentov s PP in izvajanja prilagoditev v študijskem procesu. Raziskava je pokazala statistično značilne razlike med profesoricami in profesorji v stališčih do vključevanja, uspešnosti in zagotavljanja prilagoditev. Profesorji na naravoslovnih študijskih programih gojijo bolj negativna stališča do študentov s PP kot profesorji na družboslovnih programih. Raziskava je pokazala pomembnost dodatnega usposabljanja s področja PP. Tisti, ki se niso dodatno usposabljali, so se namreč statistično značilno bolj strinjali s tem, da študenti s PP ovirajo vzgojno-izobraževalno delo v predavalnici. Rezultati raziskave kažejo, da se morajo visokošolski profesorji nenehno izobraževati na področju PP.The number of students with special needs is increasing in Slovenia. This is shown by data obtained from the Universities of Maribor and Ljubljana. Between 2016 and 2020, the number of students with special needs increased by more than 188% in Maribor, and by more than 124% in Ljubljana. This increases the professors\u27 need for additional knowledge in the field of special needs. Through a customized questionnaire, we surveyed university professors at five faculties of the University of Maribor. We researched the differences in the attitudes of higher education professors according to their gender, study program, and their involvement in training in the field of special needs and the implementation of adaptations. We ascertained that university professors have positive attitudes towards the inclusion of students with special needs and the implementation of adjustments in the study process. The research showed statistically significant differences between male and female professors in the attitudes towards inclusion, performance, and provision of adaptations. Professors in natural science study programs have more negative attitudes towards students with special needs than professors in social science programs. The research showed the importance of additional training in the field of special needs. Those who did not receive additional training were statistically significantly more likely to agree with the fact that students with special needs hinder educational work in the lecture hall. The results of the research show that higher education professors must be educated constantly in the field of special needs