engleski

Theory and Practice of Integrated Education from the Perspective of University Teachers: How Much Do We Really Know?

The integration of children with disabilities into the regular school system is a process that requires changes at multiple levels. It requires, among other things, a change in attitudes and behaviour at the broader level of the community. In order for this to be possible, it is also necessary to implement training of teachers in the area of the characteristics of development and the particularities of upbringing and education of such children. The aims of this study were to determine the degree of familiarity with theoretical and practical concepts related to integrated education of children with disabilities and the differences in understanding certain concepts with respect to the years of work experience of university teachers. The study used a modified questionnaire of the ESERakad Tempus Project - Education for Equal Opportunities at Croatian Universities-EduQuality. The survey was conducted on the sample of the teachers of the Juraj Dobrila University of Pula (N = 104). In the stage of dana processing, in addition to the calculation of marginal frequencies, discriminant analysis was used. The results have shown that the teachers have deemed only 25% of the statements to be true and that the teachers, with respect to their work experience, mostly differ in the fact that those with less than 20 years of work experience tend to recognize more statements as true, unlike their colleagues with longer work experience. The results point to the need for expansive education of university teachers in the area of theoretical and practical concepts related to integrated education.

education; integration of children with disabilities; teacher education; university; upbringing

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