Attitude of Parents of Preschool Children towards the Inclusion of Children in Kindergartens
Keywords:
children with developmental disabilities, kindergarten, education, educators, communityAbstract
The paper presents the results of a research aimed at examining the attitudes of parents of preschool children towards the inclusion and stay of children with developmental disabilities in preschool institutions. The research was conducted on a sample of 144 parents of preschool children who are included in kindergartens in the Herzegovina-Neretva County. The measuring instrument SPATI – Survey of Parents’ Attitudes towards Inclusion (Al Neyadi, 2015) was modified and adapted to the needs of the research. The results of the research indicate that the attitudes of the respondents are positive, and that the joint learning of children with disabilities and children without disabilities contributes to better results in all areas of personality development. These results can serve as guidelines for creating specific parent preparation programmes in mainstream kindergartens for the inclusion of children with disabilities. In addition to research findings that are new to our field, the paper offers a number of theoretical views and initiates several topics for new research.
References
Al Neyadi, M. K. A. (2015). Parents attitude towards inclusion of students with disabilities into the general education classrooms. [Master theses]. United Arab Emirats University. 2. Bošković, S., Skočić-Mihić, S. and Gabrić, I. (2016). Učiteljska uvjerenja o vrijednostima inkluzivnog obrazovanja. Hrvatska revija za rehabilitacijska istraživanja, 52(1), 30–41.
Bouillet, D. and Bukvić, Z. (2015). Razlike u mišljenjima studenata i zaposlenih učitelja o obrazovnoj inkluziji učenika s teškoćama. Hrvatska revija za rehabilitacijska istraživanja, 51(1), 9–23.
Bradshaw, K., Tennant, L. and Lydiatt, S. (2004). Special education in the United Arab Emirates: anxieties, attitudes and aspirations. International Journal of Special Education, 19(1), 49–55.
Cohen, J. (1986). Theoretical considerations of peer tutoring. Psychology in the Schools, 23(2), 175–186.
Čotar Konrad, S. (2018). Vloga vzgojiteljice pri opolnomočenju funkcionalnosti družine predšolskega otroka. Didactica Slovenica – Pedagoška obzorja, 33(1), 70–81.
De Boer, A., Pijl, S. J. and Minnaert, A. (2010). Attitudes of parents towards inclusive education: a review of the literature. European Journal of Special Needs Education, 25(2), 165–181.
El Zein, H. L. (2009). Attitudes toward inclusion of children with special needs in regular schools: a case study from parents’ perspective. Educational Research and review, 4(4), 164–172.
Fuchs, D. and Fuchs, L. S. (1994). Inclusive Schools Movement and the Radicalization of Special Education Reform. Exceptional Children, 60(4), 294–309.
Gething, L. (1991). Generality vs. specificity of attitudes towards people with disabilities. British Journal of Medical Psychology, 64(1), 55-64.
Halmi, A. (2003). Multivarijatna analiza u društvenim znanostima. Zagreb: Alinea.
Hanline, M. F. and Halvorsen, A. (1989). Parent perceptions of the integration transition process: overcoming artificial barriers. Exceptional Children, 55(6), 487–492.
Hendrickson, J. M., Gable, R. A., Novak, C. et al. (1996). Functional Assessment as Strategy Assessment for Teaching Academics. Education & Treatment of Children, 19(3), 257–271.
Hilbert, A. and Brauhardt, A. (2014). Childhood loss of contro leating overfive yearfollow up. Eating Disorders, 47(7), 758–761.
Igrić, L. et al. (2015). Osnove edukacijskog uključivanja. Škola po mjeri svakog učenika je moguća. Zagreb: Sveučilište u Zagrebu Edukacijsko-rahabilitacijski fakultet i Školska knjiga.
Kadum, S., Brkljača, J. and Šiško, T. (2019a). Projekt “Male pričopričalice” – Osnovna škola Veruda. In: Radetić-Paić, M. (Ed.). Programi prevencije problema u ponašanju u lokalnoj zajednici (pp. 93–106). Pula: Sveučilište Jurja Dobrile u Puli, Fakultet za odgojne i obrazovne znanosti.
Kadum, S., Štemberger, T. and Beneš, M. (2019b). Socijalizacija darovite djece i odgojno-obrazovna podrška u prevenciji rizičnih ponašanja. In: Radetić-Paić, M. (ur.). Programi prevencije problema u ponašanju u lokalnoj zajednici (pp. 155-171). Pula: Sveučilište Jurja Dobrile u Puli, Fakultet za odgojne i obrazovne znanosti.
Kadum, S., Šuvar, V. and Tomić, R. (2020). Školska pedagogija. Pula: Sveučilište Jurja Dobrile u Puli, Fakultet za odgojne i obrazovne znanosti.
Kermauner, A., Žagar, D. and Lahe, D. (2021). Socialna prepoznavnost oseb z okvaro vida. Didactica Slovenica – Pedagoška obzorja, 36(2), 78–92.
Kiswarday, V. R. and Štemberger, T. (2017). Pomen inkluzivnih kompetenc z vidika bodočih vzgojiteljev predšolskih otrok. Didactica Slovenica – Pedagoška obzorja, 32(2), 3–17.
Kudek Mirošević, J. and Granić, M. (2014). Uloga edukacijskog rehabilitatora – stručnog suradnika u inkluzivnoj školi. Zagreb: Alfa d.d.
Leyser, Y. and Kirk, R. (2004). Evaluating Inclusion: an examination of parent views and factors influencing their perspectives. International Journal of Disability Development and Education, 51(3), 271–285.
Manolitsis, G. and Tafa, E. (2011). Letter-name letter-sound and phonological awareness: Evidence from Greek-speaking kindergarten children. Reading and Writing: An Interdisciplinary Journal, 24(1), 27–53.
McDonnell, J. (1987). The integration of students with severe handicaps into regular public schools: an analysis of parents’ perceptions of potential outcomes. Education and training in mental retardation, 22(2), 98–111.
Milić Babić, M., Tkalec, S. and Cheatham, L. P. (2018). The right to education for children with disabilities from the earliest age. Croatian Journal of Education, 20(1), 233–263.
Miloš, I. and Vrbić, V. (2015). Stavovi odgajatelja prema inkluziji. Dijete, vrtić, obitelj: časopis za odgoj i naobrazbu predškolske djece namijenjen stručnjacima i roditeljima, 20(77–78), 60–63.
Mujkanović, E. R. and Pavić, A. I. (2017). Inkluzija djece s teškoćama u razvoju. Putokazi, Sveučilište Hercegovina, 5(2), 259–272.
Ninković Budimlija, H. (2019). Stavovi roditelja predškolske djece prema djeci s teškoćama u razvoju: završni specijalistički rad. Zagreb: Edukacijsko-rehabilitacijski fakultet.
Palmer, D. S., Fuller, K., Arora, T. et al. (2001). Taking Sides: Parent Views on Inclusion for Their Children with Severe Disabilities. Exceptional Children, 67(4), 467–484.
Peck, C. A., Carlson P. and Helmstetter, W. (1992). Parent and teacher perceptions of outcomes for typically developing children enrolled in integrated early childhood programs: A statewide survey. Journal of Early Intervention, 16(1), 53–63.
Peck, C. A., Staub, D., Gallucci, C. et al. (2004). Parent Perception of the Impacts of Inclusion on Their Nondisabled Child. Research and Practice for Persons with Severe Disabilities, 29(2), 135–143.
Rafferty, Y., Piscitelli, V. and Boettcher, C. (2003). The Impact of Inclusion on Language Development and Social Competerne among Preschoolers with Disabilities. Exceptional children, 69(4), 467–479.
Salend, S. J. (2008). Creating Inclusive Classrooms: Effective and Reflective Practices. 6th ed. New York: Pearson Merrill Prentice Hall.
Sevšek, K. and Črčinovič Rozman, J. (2018). Vključenost slepih in slabovidnih otrok v javno glasbeno izobraževanje. Didactica Slovenica – Pedagoška obzorja, 33(3–4), 3–19.
Šuvar, V. and Tomić, R. (2019). Metodika odgojnog rada s djecom s teškoćama u razvoju. Split: Naklada Protuđer.
Vican, D. and Karamatić Brčić, M. (2013). Obrazovna inkluzija u kontekstu svjetskih i nacionalnih obrazovnih politika – s osvrtom na hrvatsku obrazovnu stvarnost. Život i škola: časopis za teoriju i praksu odgoja i obrazovanja, 59(30), 48–65.
Vuković, I. (2016). Inkluzija osoba s poteškoćama u razvoju u zajednici: završni rad. Split: Sveučilišni odjel zdravstvenih studija.
Zovko, G. (1993). Odgoj izuzetne djece. Zagreb: Hrvatska akademija odgojnih znanosti, Katehetski salezianski centar.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Marija Karačić, Sandra Kadum, Mirjana Radetić Paić
This work is licensed under a Creative Commons Attribution 4.0 International License.
