Inkluzivno obrazovanje kao okvir za promene u radu nastavnika

Abstract

Istraživanje je sprovedeno radi utvrđivanja načina provođenja slobodnog vremena dece, učestalosti boravka dece u prirodi, kao i stavova dece prema aktivnostima u prirodi i višednevnom boravku u prirodi u formi kampovanja. Metodom eksperimentalnog istraživanja, pomoću tehnika teorijske analize i posebno konstruisanog anketnog upitnika, došli smo do rezultata koji su za analizu i razmatranje. Alarmantan podatak predstavlja činjenica da čak 20% dece istraživanog uzrasta provodi slobodno vreme uz televizore i računare, dok čak 45% dece ne boravi često u prirodi. Tri najčešće navođena razloga zbog kojih ispitanici ne provode vreme u prirodi su: školske obaveze, oba­veze roditelja i činjenica da u okolini nema prirode. Navedeni podaci upućuju na potrebu za organizovanim, sistemskim boravkom dece u prirodi za vreme vikenda u vidu poludnevnih ili celodnevnih izleta ili ekskurzija, kao i višednevnih kampova organizovanih za vreme letnjeg raspusta. Čak 84,9% učenika bi volelo da svoje slobodno vreme provede na kampu, što ispunjava jedan od najvažnijih uslova za sistemsko sprovođenje ovog programa. Deca su svesna vrednosti boravka u prirodi i imaju potrebu i želju da svoje slobodno vreme provode u prirodi, u čemu se i ogleda praktični značaj ovog rada.

Contemporary school systems are in the process of reform the aim of which is, among other things, the development of inclusive policies and educational practice. The development of inclusive educational practice implies introducing changes in the school structure and organisation, the conception and realisation of teaching and school activities, as well as changes in teachers' work. The changes in the way teachers work refer, among other things, to a specific number of new assignments and activities that should be carried out in direct cooperation with other key actors in inclusive education. The paper presents an overview of teachers' activities and assignments that are stated in expert sources as particularly important in working with students with disabilities, students of typical development, fellow teachers, other experts in the school system, and parents of students with disabilities. Based on the overview, the authors point out that the development of the practice of education of students with disabilities in regular schools, as an important component of inclusive education, implies a redefinition of the role of teachers in the teaching process and school work. A separate section in the paper is dedicated to the explanation of the relevance of preparing teachers to act successfully in schools and the importance of teacher training for inclusive education that should also involve the rethinking and changing teachers' professional attitudes and beliefs.