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Psychológia a patopsychológia dieťaťa, 54, 2020, č. 1, s. 36–60

Title: SONDA DO POSTOJOV RODIČOV A UČITEĽOV KU ŠKOLSKEJ INKLÚZII
Author: VLADIMÍR DOČKAL, ALŽBETA DVORANOVÁ, PATRÍCIA ŠUTOVÁ

Abstract: PROBE INTO ATTITUDES OF PARENTS AND TEACHERS TOWARDS SCHOOL INCLUSION
Abstract: The research was conducted on a sample of 131 participants – parents and teachers of elementary school pupils. The obtained results do not relate to gender, age, level of education or place, but differentiate between five groups: primary school teachers, special primary school teachers, parents of “mainstream” primary school pupils, parents of children with special educational needs integrated in primary school and parents of intellectually disabled children who attend special primary school. Almost 90 % of teachers and 70 % of parents have already encountered the term inclusive education, the familiarity is greater among teachers and parents of special school pupils. Inclusive school is characterised as a school that takes into account the individual needs of all children mainly by regular primary school teachers (77 %), but also by parents of special primary school pupils (72 %). Up to 50 % of special school teachers identify the inclusive school with school where children with disability are integrated. The attitude towards school inclusion is neutral to positive in all groups, with the most positive being in the group of parents whose children with special needs attend regular primary school. The most negative attitudes toward inclusion were expressed by parents and teachers of intellectually disabled children who attend special primary schools.


Keywords: school inclusion, attitudes toward inclusion, inclusive schoo
Published online: 10-Jun-2020
Year: 2020, Volume: 54, Issue: 1 Page From: 36, Page To: 60
doi:10.4149/ppd_202003
Price: 12.50 €






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