Grupni oblik rada u inkluzivnoj nastavnoj praksi

Abstract

Vođeni saznanjem o značaju grupnog oblika nastavnog rada za učenike sa posebnim potrebama i rezultatima istraživanja koji ukazuju da u inkluzivnoj nastavnoj praksi u našoj sredini ovakav način rada nije zastupljen u velikoj meri, realizovali smo istraživanje sa ciljem da ispitamo mišljenje nastavnika o grupnom obliku rada u inkluzivnoj nastavnoj praksi. Uzorak istraživanja bio je nameran i obuhvatio je nastavnike osnovnih i srednjih škola (N=101). Tehnikom anketiranja prikupljeni su podaci za čiju obradu je pored frekvencija i procenata, korišćena aritmetička sredina, standardna devijacija i t-test. Rezultati istraživanja ukazuju da se značaj grupnog oblika nastavnog rada prema mišljenju nastavnika u najvećoj meri odnosi na socio-emocionalni razvoj učenika sa posebnim potrebama. Međutim, nastavnici smatraju da je teško proceniti individualni doprinos učenika sa posebnim potrebama prilikom njihovog učešća u grupnom radu. Zaključujemo da je grupni oblik rada u inkluzivnoj nastavnoj praksi značajan za učenike sa posebnim potrebama, ali je njegova primena praćena brojnim poteškoćama.

Guided by the knowledge about the importance of group form of teaching work for students with special needs and research results that indicate that this way of working is not represented to a large extent, we carried out research with the aim of examining the opinion of teachers about the importance and difficulties of applying group work forms of work in inclusive teaching practice. The research sample was purposive and included primary and secondary school teachers (N=101). The survey technique was used to collect data for the processing of which, in addition to frequencies and percentages, the arithmetic mean, standard deviation and t-test were used. The results of the research indicate that the importance of the group form of teaching work, according to the opinion of the teachers, is mostly related to the socioemotional development of students with special needs. However, teachers believe that it is difficult to assess the individual contribution of students with special needs during their participation in group work. We conclude that the group form of work in inclusive teaching practice is significant for students with special needs, but its application is accompanied by numerous difficulties.