engleski

Perception of Teachers and Expert Associates on the Application of the Individualized Approach in Working with Students with Disabilities

The National Curriculum for Preschool Education, General Compulsory and Secondary School Education in the Republic of Croatia emphasizes individualized approach and support according to the needs, interests and the overall development of each individual child. This implies assessment, planning and implementation of various teaching support strategies so that the educational process can be effective for all children. As the world’s research about the effectiveness of work of experts in inclusive educational practice points out the importance of basic principles and strategies of work (Ford, 2013 ; Martel, 2009 ; Obiakor, Harris, Mutua, Rotatori, & Algozzine, 2012 ; Scruggs, Mastropieri, & Marshak, 2012), the need for self-assessment of professionals who are involved in direct work with children with disabilities in using individualized strategies, resources, forms and procedures in the educational process is emphasized. Therefore, the aim of this study is to examine the extent to which teachers and expert associates in regular primary schools estimate that the individualized approach is present, and in what form, in working with students with disabilities in the educational process. The study included 345 teachers and 40 expert associates employed in regular primary schools in Zagreb and in the area of Zagreb County. There is a hypothesis that there are statistically significant differences between teachers and expert associates in the assessment of the presence of the appropriate didactic and methodological support for the implementation of the individualized approach in class. The results indicate partial differences between the teachers and the expert associates that are reflected in their perception of adaptability of incentives, perceptive and cognitive adaptation of content as well as in planning procedures and activities for students with disabilities. These results point to the need for continuous professional training so that teachers and expert associates can develop the necessary specific competences and new teaching support strategies in class.

competitive educational professionals ; didactic and methodological support ; educational strategies ; inclusive educational process

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