engleski

Differences in the provision of individualised educational support to students in different grades

Regardless of the fact that inclusion has a foundation in regulations of the educational system, many studies confirm that there are difficulties in implementing inclusion, because teachers do not adequately apply inclusive principles in their methodological and didactic approaches (Burns, 2002 ; Guskey, 2002 ; Bybee and Starkweather, 2006 ; Bouillet and Kudek Mirošević, 2015). Teachers are primarily expected to accept responsibility for making the teaching process in which all students are accepted and in which individualised forms of support are applied. Therefore, teachers play a crucial role in inclusion quality and in reducing failure of students with learning difficulties. The aim of the present study was to analyse the support that is provided by teachers to students with learning difficulties. Differences in provision of individualised educational support to students with learning difficulties by teachers (N=506) in the fourth, sixth and eighth grades of regular primary schools in Croatia were analysed. The authors hypothesised that there would be statistically significant differences in provision of individualised support among teachers in the different grades. Canonical discriminant analysis showed significant differences among teachers in the different grades. Individualised support was provided significantly more frequently by teachers in the fourth grade than by teachers in the sixth and eighth grades. Teachers in eighth grade provided the least individualised support.

teachers, individualised support, adjustment of methods, learning difficulties

nije evidentirano