Self-Assessment of Teachers about Work in an Inclusive Classroom
DOI:
https://doi.org/10.55707/ds-po.v39i2.132Keywords:
inclusion, students, teachers, classroom climate, self-assessmentAbstract
Inclusive education is becoming a key element in ensuring equal access to education for all students, regardless of their diverse needs. The school system must adapt to the diversity of students, requiring a shift from the traditional adaptation approach to creating an inclusive environment. UNESCO emphasises the importance of an inclusive approach to promote acceptance and equality in education. Flexible pedagogy is becoming crucial for teachers who aim to cater to the students' diverse learning styles and abilities. Despite the challenges teachers face, inclusive practices contribute to the well-being and success of both teachers and students. Self-reflection and self-assessment by teachers are also crucial for the success of inclusive education, as they enable the development of competencies to work with diverse students and improve effectiveness and job satisfaction. This was also the purpose of the research conducted by the authors, who highlight the role of the teacher in the inclusive classroom and present the findings of a study on teachers' self-assessment regarding their work in an inclusive classroom.
References
Adlešič, I. (1998). Razredna klima učencev osnovne šole. Didactica Slovenica – Pedagoška obzorja, 13(3–4), 160–176. https://pedagoska-obzorja.si/Revija/Vsebine/PDF/DSPO_1998_13_34.pdf
Allodi, M. W. (2010). The meaning of social climate of learning environments: Some reasons why we do not care enough about it. Learning Environments Research, 13(2), 89–104. https://doi.org/10.1007/s10984-010-9072-9
Armstrong, A. M. (2011). Small world: Crafting an inclusive classroom (No matter what you teach). The Nea Higher Education Journal, 51(1), 51–60. http://hdl.handle.net/10385/1036
Barr, J. J. (2016). Developing a positive classroom climate. The IDEA Center, IDEA Paper 61. https://files.eric.ed.gov/fulltext/ED573643.pdf
Barth, J. M., Dunlap, S. T., Dane, H., Lochman, J. E. in Wells, K. C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology, 42(2), 115–133. https://doi.org/10.1016/j.jsp.2003.11.004
Bečaj, J. (2000). Solomon Asch Muzafer in Carolyn Sherif: dve socialni psihologiji? Psihološka obzorja, 9(3), 7–24. https://www.dlib.si/stream/URN:NBN:SI:doc-TWUSQMNI/459b381d-2c0d-41e6-83d6-dab9963504d0/PDF
Bishara, S. (2016). Special needs children within regular classes and in separate classes. The International Journal of Social Sciences and Humanities Invention, 3(9), 2609–2628. http://dx.doi.org/10.18535/ijsshi/v3i9.08
Buljubašić - Kuzmanović in Španja, S. (2019). Indeks inkluzivnosti socialne kulture šole. Didactica Slovenica – Pedagoška obzorja, 34(1), 103–120. https://www.pedagoska-obzorja.si/Revija/Vsebine/PDF/DSPO_2019_34_1.pdf
Cologon, K. (2013). Inclusion in education: towards equality for students with disability. Issue paper.
Devjak, T., Podgornik, V., Berčnik, S. in Vogrinc, J. (2020). Importance of a positive climate for conducting self-evaluation in kindergarten. Didactica Slovenica – Pedagoška obzorja, 35(1), 24–41. https://www.dspo.si/index.php/dspo/article/view/10
Dignath, C., Rimm-Kaufman, S. Ewijk, R. in Kunter, M. (2022). Teachers’ beliefs about inclusive education and insights on what contributes to those beliefs: a meta-analytical study. Educational Psychology Review, 34(1), 2609–2660. https://doi.org/10.1007/s10648-022-09695-0
Drljić, K. in Kiswarday (2021). Prepletenost rezilientnosti in inkluzivnih kompetenc. Didactica Slovenica – Pedagoška obzorja, 36(3–4), 3–40. https://www.dspo.si/index.php/dspo/article/view/39
Ericksen, J. B. (2010). Critical reflections on school-based occupational therapy. Scandinavian Journal of Occupational Therapy, 17(1), 64–69. https://doi.org/10.3109/11038120903160736
Evropska agencija za razvoj izobraževanja na področju posebnih potreb (2011). Izobraževanje učiteljev za inkluzijo v Evropi – izzivi in priložnosti. https://www.european-agency.org/sites/default/files/te4i-synthesis-report-sl.pdf
Evropska agencija za razvoj izobraževanja na področju posebnih potreb (2011). Ključna načela za spodbujanje kakovosti v inkluzivnem izobraževanju – priporočila praksi. https://www.eenet.org.uk/resources/docs/key%20principles/key-principles-SL.pdf.
Evropska agencija za izobraževanje oseb s posebnimi potrebami in inkluzivno izobraževanje (2012). Izboljšanje učnega uspeha vseh učencev – kakovost v inkluzivnem izobraževanju. Ključna sporočila projekta. https://www.european-agency.org/sites/default/files/ra4al-key-messages_RA4AL-summary-SL.pdf
Frisby, B. N. in Martin, M. M. (2010). Instructor–student and student–student rapport in the classroom. Communication Education, 59(2), 146–164. https://doi.org/10.1080/03634520903564362.
Garibay, C. J. (2015). Creating a positive classroom climate for diversity. Ucla Diversity in Faculty Development. https://equity.ucla.edu/wp-content/uploads/2019/12/CreatingaPositiveClassroomClimateWeb-2.pdf
Hansen, R. A., Branson, K., Duey, S., Pulskamp, A., Rigles, B., Toll, R., Mingola, N. in Riggs R. N. (2017). Understanding and cultivating a positive school climate: A white paper. Prevention research center, Colorado State University. https://www.cde.state.co.us/schoolclimate/schoolclimatewhitepaper
Hoffmann, l., Narhi, V., Savolainen, H. in Schwab, S. (2021). Classroom behavioral climate in inclusive education – a study on secondary students perceptions. Journal of Research in Special Educational Needs, 21(4), 312–322. https://doi.org/10.1111/1471-3802.12529
Hook, P. in Vass, A. (2000). Confident classroom leadership. Ormond House.
Kavkler, M., Košak Babuder, M. in Magajna, L. (2015). Inclusive education for children with specific learning difficulties: Analysis of opportunities and barriers in inclusive education in Slovenia. CEPS Journal 5(1), 31–52. http://pefprints.pef.uni-lj.si/2791/1/cepsj_5_1_Kavkelr_et_al_pp_31%2D52.pdf
Kiswarday, V. (2018). Individualiziran program v inkluziji. V M. Schmidt Krajnc, D. Rus Kolar in E. Kranjec (ur.), Vloga inkluzivnega pedagoga v vzgoji in izobraževanju: konferenčni zbornik 47 (str. 47–58). Univerzitetna založba Univerze v Mariboru. https://press.um.si/index.php/ump/catalog/book/337
Kiš - Glavaš, L. in Fulgosi - Masnjak, R. (2002). Do prihvaćanja zajedno: integracija djece s posebnim potrebama: priručnik za učitelje. Hrvatska udruga za stručnu pomoć djeci s posebnim potrebama.
Kozina, A., Rožman, M., Vršnik Perše, T. in Rutar Leban, T. (2012). Napovedna vrednost različnih ocen šolske klime za dosežke v raziskavah TIMSS. Didactica Slovenica – Pedagoška obzorja, 27(1–2), 127–145. https://www.pedagoska-obzorja.si/Revija/Vsebine/PDF/DSPO_2012_27_1.pdf
Lesar, I. (2007). Osnovna šola kot inkluzivno naravnana institucija [Doktorska disertacija, Univerza v Ljubljani, Filozofska fakulteta]. http://www.dlib.si/stream/URN:NBN:SI:doc-ERVTXYWZ/5db1d073-d352-4cab-9cba-36b02a458f41/PDF
McGrath, H. in Francey, S. (1996). Prijazni učenci, prijazni razredi: učenje socialnih veščin in samozaupanja v razredu. DZS.
Ministrstvo za vzgojo in izobraževanje, Eurydice Slovenija (2024). Spodbujanje sprejemanja raznolikosti in inkluzije v šoli v Evropi: ugotovitve poročila Eurydice z nacionalnimi poudarki. https://www.eurydice.si/publikacije/Spodbujanje-sprejemanja-raznolikosti-in-inkluzije-v-soli-v-Evropi-SI-UG.pdf
Närhi, V., Kiiski, T. in Savolainen, H. (2017). Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools. British Educational Research Journal, 43(6), 1186–1205. https://doi.org/10.1002/berj.3305
Nojič, B. (2006). Individualiziran program – skupaj znamo in zmoremo! V B. Založnik (ur.), OTROCI s posebnimi potrebami: integracija in inkluzija (str. 73–80). Educa, Melior.
Peček Čuk, M., Lesar, I. in Bizjak, T. (2011). Moč vzgoje: sodobna vprašanja teorije vzgoje. Založba UL Pedagoške fakultete.
Peklaj, C., Kalin, J., Pečjak, S., Puklek-Levpušček, M., Valenčič-Zuljan, M. in Ajdišek, N. (2009). Učiteljske kompetence in doseganje vzgojno–izobraževalnih ciljev v šoli. Znanstvena založba Filozofske fakultete.
Peklaj, C. in Pečjak, S. (2020). Psihosocialni odnosi v šoli. Znanstvena založba Filozofske fakultete Univerze v Ljubljani.
Polak, A. (2017). Pisne refleksije kot formativno orodje za samo-oblikovanje poklicne vloge (prihodnjih) pedagoških delavcev in profesionalni razvoj. Vzgoja in izobraževanje 48(5–6), 17–26. https://doi.org/10.59132/viz/2017/5-6/17-26
Reid, L. D. in Radhakrishnan, P. (2003). Race matters: the relation between race and general campus climate. Cultural Diversity and Ethnic Minority Psychology, 9(3), 263–275. https://doi.org/10.1037/1099-9809.9.3.263
Reindal, S. M. (2016). Discussing inclusive education: An inquiry into different interpretations and a search for ethical aspects of inclusion using the capabilities approach. European Journal of Special Needs Education, 31(1), 1–12. https://doi.org/10.1080/08856257.2015.1087123
Robinson, K. in Aronica, L. (2015). Kreativne šole: množična revolucija, ki preoblikuje izobraževanje (1. natis). Eno.
Rus, V. S., Pintarič, M. in Jamnik, N. (2008). Primerjalna analiza socialne klime v tretjih razredih dveh srednjih šol iz Ljubljane. Anthropos, 40(3–4), 117–150. http://www.dlib.si/stream/URN:NBN:SI:DOC-RBAV9ROJ/9afbd614-32b0-4b0a-8e32-d957831889dc/PDF
Rutar, D. (2017). Inkluzija otrok s posebnimi potrebami: za družbeno pravičnost. CIRIUS.
Ryan, A. M., Arbor, A. in Ladd G. W. (2012). Peer relationships and adjustment at school: adolescence and education. University of California Irvine. https://www.infoagepub.com/products/Peer-Relationships-and-Adjustment-at-School
Sardoč, M. (2006). Pravice otrok s posebnimi potrebami do inkluzivnega izobraževanja. V B. Založnik (ur.), Otroci s posebnimi potrebami: integracija in inkluzija (str. 9–14). Educa.
Schaefer, J. (2010). Impact of teacher efficacy on teacher attitudes toward classroom inclusion. [Doktorska disertacija, Capella University]. ProQuest Dissertations and Theses. https://www.proquest.com/docview/305243749/FE0CD1BA994F45C9PQ/1?accountid=31309
Schilling, D. (2000). 50 dejavnosti za razvijanje čustvene inteligence. Stopnja III.: za delo z mladostniki od 14 do 18 let. Inštitut za razvijanje osebne kakovosti.
Schmidt, M. in Čagran, B. (2005). Razredna klima v inkluzivnem razredu. Sodobna pedagogika, 56(122), 24–40.
Skočić Mihić, S. (2019). Usposobljenost učiteljev za izvajanje individualiziranega pouka v inkluzivnih razredih. V J. Kalin in R. Čepić (ur.), Poklicni razvoj učiteljev: ugled in transverzalne kompetence (str. 89-106). Filozofska fakulteta. https://doi.org/10.4312/9789610601951
Syhril, H. (2018). Improving school climate for better quality educational management. Journal of Educational and Learning Studies, 1(1), 16–22. https://doi.org/10.31227/osf.io/qm7h8
Šmalc, I. (2018). Razredna klima, kot jo zaznavajo in si jo želijo učitelji v različnih fazah profesionalnega razvoja. [Magistrsko delo, Univerza v Ljubljani, Pedagoška fakulteta]. http://pefprints.pef.uni-lj.si/5504/1/Magistrsko_delo_Ina_%C5%A0malc.pdf
Štemberger, T. in Žakelj, A. (2021). Učiteljeve podjetnostne kompetence: samoocena učiteljev v projektu POGUM. Vzgoja in izobraževanje, 52(4–5), 33–40. https://www.zrss.si/wp-content/uploads/2023/09/06_TinaStemberger-AmalijaZakelj.pdf
Šuc, L. (2019). Delovni terapevt v inkluzivni šoli: trenutno stanje in smernice. Fakulteta za organizacijske študije.
Tacol, M. (2011). 10 korakov do boljše samopodobe: priročnik za učitelje za preventivno delo z razredom: delavnice za mladostnike. Zavod za zdravstveno varstvo.
Unesco. (2015). Kaj je inkluzivno izobraževanje: poučevanje v raznolikosti. https://unesdoc.unesco.org/ark:/48223/pf0000377713_slv
Unesco. (2020). Inclusive teaching: preparing all teachers to teach all students. International Task Force on Teachers for Education 2030. https://en.unesco.org/gem-report/2020teachers
Unicef. (2021). Nearly 240 million children with disabilities around the world, UNICEF’s most comprehensive statistical analysis finds. https://www.unicef.org/press-releases/nearly-240-million-children-disabilities-around-world-unicefs-most-comprehensive
Warden, D. in Christie D. (2001). Spodbujanje socialnega vedenja: dejavnosti za spodbujanje prosocialnih medosebnih spretnosti in vedenja. Inštitut za psihologijo osebnosti.
Wulan, R. in Sanjaya, W. (2022). Developing positive school climate for inclusive education. Journal of Education for Sustainability and Diversity, 1(1), 54–66. https://doi.org/10.57142/jesd.v1i1.6
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Maja Hmelak, Nives Krajnc
This work is licensed under a Creative Commons Attribution 4.0 International License.
