Naslov
Supporting Inclusion of Children with Special Needs. Methodology in the Pilot Study on Mobile Expert Teams

Autori
Igrić, Ljiljana ; Cvitković, Daniela ; Lisak, Natalija

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Anthology No 2. Comparative Classroom Studies Towards Inclusion: Theory and Methodology in International Comparative Classroom Studies

Urednik/ci
Johnsen, B.H.

Izdavač
Cappelen Damm

Grad
Oslo

Godina
2014

Raspon stranica
316-320

ISBN
978-82-02-47061-6

Ključne riječi
inclusion, children with special needs, mobile expert team, model of support

Sažetak
The aim of this research was to scientifically evaluate efficiency of the support of a new organizational model for classroom support for the benefit of the pupils with disabilities and the whole class, with focus on 1) a mobile expert team and classroom assistants and 2) cooperation between teachers - mobile team – assistants. Croatian schools do not have the necessary conditions for inclusion because of lack of special needs teachers in the ordinary school and teacher’s lack of specific knowledge and skills concerning pupils with different difficulties and disabilities. Practice of inclusion in Croatia as in the World indicates that we need such changes of the school that will provide professional support of children with special needs. We are trying to answer research questions through qualitative methods ; observations/interviews/ document studies – transcripts - definition of analysis units - compression - data compaction and interpretation. Framework analysis used in this research starts with former research and some theoretical framework. In this study framework analysis was partly obtained from previous studies and predetermined categories. This pilot study has a qualitative approach, as there are no previous studies in accordance to the model of support for educational inclusion in Croatia. Consequently it is very important to evaluate the impact of this program. In the analysis of pupil D behavior the categories were: appropriate – acceptable - inappropriate - interfering behavior. In the analysis of assistant behavior the categories were: communication (with pupil D, with other pupils, with teacher) and interventions- guiding, ignoring and stopping, toward pupil D and other pupils. The intention of the analysis is to filter some components of transcripts via category system and to assess relative frequency of those components. This study aimed to update practicing and upcoming international researchers within education and special needs education and related fields.

Izvorni jezik
Engleski

Znanstvena područja
Sociologija, Psihologija, Pedagogija

POVEZANOST RADA