Application of Methods and Forms of Work with Students with Special Educational Needs in the Teaching of Geography in Elementary School

Glavni cilj diplomskog rada je identificirati metode i oblike rada s učenicima s posebnim odgojno-obrazovnim potrebama u nastavi geografije u osnovnoj školi, odnosno definirati temeljne organizacijske, kadrovske i materijalne pretpostavke inkluzije te suradnju s vanjskim dionicima koji određuju uspješnost i mogućnosti provedbe inkluzije fokusirajući se na nastavni predmet Geografija. Stoga, provedeno istraživanje koje je obuhvaćalo nastavnike geografije zaposlene u osnovnim školama pokazalo je kako se uz pojam inkluzije vezuju pozitivni nastavnički stavovi i nastavnici su upoznati s tematikom te se susreću s učenicima s posebnim odgojno-obrazovnim potrebama. Vezano uz organizacijske pretpostavke inkluzije, svi Ispitanici izrađuju individualizirane odgojno-obrazovne programe za nastavni predmet Geografija. No, za darovite učenike tek nekolicina Ispitanika provodi obogaćenje sadržaja. Materijalne pretpostavke i opremljenost škola i učionica za uspješnu provedbu inkluzije u nastavi geografije kod većine Ispitanika su u potpunosti zadovoljene. Ispitivanje kadrovskih pretpostavki inkluzije za nastavni predmet Geografija otkriva nedostatak obrazovanja nastavnika na inicijalnoj razini vezano uz odgoj i obrazovanje učenika s posebnim odgojno-obrazovnim potrebama, što možebitno predstavlja prepreku k ostvarenju inkluzije u svim njenim potencijalima te poticaj za daljnji rad i nastojanje u što kvalitetnijem obrazovanju budućih nastavnika. Suradnja škole s vanjskim dionicima, a za poboljšanje i ostvarenje inkluzivnog obrazovanja, otkriva nedostatak povezanosti osnovnih škola i visokoškolskih ustanova te lokalne zajednice, ali također otkriva i pozitivan stav i želju nastavnika geografije za daljnjim usavršavanjima kako bi na što bolji načini bili proaktivni u ostvarenju inkluzivnog obrazovanja kao jedne od najvažnijih paradigmi današnjice.The main goal of the thesis is to identify the methods and forms of working with students with special educational needs in the teaching of Geography in elementary school, that is, to define the basic organizational, personnel and material assumptions of inclusion and cooperation with external stakeholders that determine the success and possibilities of implementing inclusion, focusing on subject Geography. Therefore, the conducted research that included geography teachers employed in primary schools showed that positive teacher attitudes are associated with the concept of inclusion and that teachers are familiar with the topic and meet students with special educational needs. Related to the organizational assumptions of inclusion, all Respondents create individualized educational programs for the subject of Geography. However, for gifted students, only a few respondents implement content enrichment. Material prerequisites and equipment of schools and classrooms for the successful implementation of inclusion in the teaching of geography are fully satisfied by the majority of respondents. Examination of the personnel assumptions of inclusion for the subject Geography reveals a lack of teacher education at the initial level related to the education of students with special educational needs, which possibly represents an obstacle to the realization of inclusion in all its potentials and an incentive for further work and striving for the highest possible quality of education for the future teachers. The school's cooperation with external stakeholders, for the improvement and realization of inclusive education, reveals the lack of connection between primary schools and higher education institutions and the local community, but also reveals the positive attitude and desire of geography teachers for further training in order to be proactive in achieving inclusive education in the best possible way as education is one of the most important paradigms toda