부산대학교 도서관

Cilj istraživanja provedenog u šk. god. 2019/2020. na uzorku od 425 pomocnika u nastavi bio je ustanoviti razinu samoprocijenjenog znanja o inkluziji te radu s ucenicima s autizmom medu pomocnicima u nastavi. Takoder cilj istraživanja bio je i ustanoviti koji od sociodemografskih pokazatelja pridonose samoprocjeni znanja o radu s ucenicima s autizmom, ali i inkluziji opcenito. Za potrebe ovog istraživanja osmišljen je upitnik Samoprocjene znanja o inkluziji i autizmu (SZIA) koji se sastoji od 2 subskale. Prva subskala, Samoprocjena specificnih znanja o autizmu, mjeri samoprocijenjeno znanje o radu s ucenicima s autizmom, dok druga, Samoprocjena opcih znanja o inkluziji, mjeri samoprocijenjeno znanje pomocnika u nastavi o inkluziji opcenito. Sastavljen je i Sociodemografski upitnik kojim su prikupljeni ostali podaci o sudionicima istraživanja. Prema dobivenim rezultatima pocetni motiv za rad te godine rada s ucenicima s autizmom statisticki su znacajno pozitivno povezane, a završena edukacija za pomocnika u nastavi te iskustvo rada s ovim ucenicima statisticki su znacajno negativno povezani sa samoprocjenom znanja o radu s ucenicima s autizmom, no nemaju bitnu ulogu u samoprocjeni znanja o inkluziji. Takoder medu sudionicima istraživanja postoje statisticki znacajne razlike pri samoprocjeni znanja o radu s ucenicima s autizmom. To se posebice odnosi na pocetni motiv za rad, završenu edukaciju za pomocnika u nastavi te iskustvo rada s ucenicima s autizmom, dok godine rada u ulozi pomocnika ne cine statisticki znacajnu razliku. Na koncu pokazalo se i da samoprocijenjeno znanje o inkluziji statisticki znacajno pridonosi samoprocijenjenom znanju o radu s ucenicima s autizmom. Ovakva istraživanja imaju izuzetan potencijal za dobivanje boljeg uvida u znanja i kompetencije pomocnika, a samim tim i u kvalitetu rada istih. Kljucne rijeci: pomocnici u nastavi, samoprocjena znanja, inkluzija, autizam, edukacija The aim of this e-research carried out in the school year 2019/2020, on a sample of 425 learning support assistants, was to establish the level of self-perceived knowledge about inclusion and working with students with autism among learning support assistants. The aim of the research was also to establish which of the socio-demographic indicators contribute to self-perceived knowledge about working with students with autism, but also to inclusion in general. The Questionnaire on the Self-Perceived Knowledge on Inclusion and Autism (SZIA), which consists of two subscales, was designed for the purposes of this research. The frst subscale, Self-perceived specifc knowledge on autism, measures self-perceived knowledge on working with students with autism; while the other subscale, Self-perceived general knowledge on inclusion, measures self-perceived knowledge of the learning support assistant on inclusion in general. A socio-demographic questionnaire was also compiled by which other data on research participants were collected. According to the obtained results, self-perceived knowledge about working with students with autism showed a statistically signifcant positive relationship with the initial motive for working with those students. Completion of training for becoming a learning support assistant and experience in working with those students showed a signifcant negative relationship with self-perceived knowledge about working with students with autism. However, neither motive, training nor experience played an essential role in self-perceived knowledge about inclusion. Also, there were statistically significant differences among study participants in self-perceived knowledge about working with students with autism. This applies in particular to the initial motive for work, completed training for learning support assistant and the experience of working with students with autism, while years of work as an assistant did not make a statistically signifcant diference. Finally, self-perceived knowledge on inclusion was shown to contribute statistically signifcantly to self-perceived knowledge of working with students with autism. This kind of research has great potential for gaining a better insight into the knowledge and competencies of assistants, and thus the quality of their work. Keyword: learning support assistant, self-perceived knowledge, inclusion, autism, training
UVOD Inkluzija podrazumijeva ukljucivanje djece i mladih s teškocama u razvoju u redovne razrede, zajedno s djecom urednog razvoja. Inkluzivna ucionica ima brojne prednosti za ucenike s teškocama. Primjerice imaju [...]