Factors of school belongingness of students with developmental disabilities

[D. Davidović]

122 str.

Specijalna edukacija i rehabilitacija - Somatopedija / Special education and rehabilitation - Special education and rehabilitation of people with motor disabilities

Doživljaj pripadnosti školi dovodi se u vezu sa karakteristikama škole, razrednom klimom i stepenom angažovanja učenika. Školsko okruženje u kojem se učenici osećaju prihvaćenim i poštovanim bez obzira na svoje jedinstvenosti, može ih podstaći da razviju snažnu pripadnost i interesovanje za školu i učenje. Razlike u doživljaju pripadnosti školi učenika tipične populacije i učenika sa smetnjama u razvoju, kao indikatora uspešnosti inkluzivnog obrazovanja, u savremenoj literaturi su predmet većeg broja istraživanja. Osnovni cilj istraživanja bio je identifikacija individualnih i kontekstualnih faktora koji determinišu nivo doživljaja pripadnosti školi i utvrđivanje razlike u nivou doživljaja pripadnosti školi učenika sa smetnjama i poremećajima u razvoju. Uzorak istraživanja je činilo 148 učenika sa smetnjama i poremećajima u razvoju završnih razreda osnovne škole, oba pola. Za procenu osećaja pripadnosti školi korišćena je modifikovana Skala pripadnosti školi, za samoprocenu angažovanja učenika Skala angažovanosti učenika, dok je Skala razredne klime primenjena u cilju utvrđivanja relacija učenik-učenik, učenik-nastavnik i osetljivost na nasilje u školskom okruženju. Rezultati pokazuju da u odnosu na pol nema statistički značajne razlike na primenjenim skalama. U odnosu na vrstu smetnje, evidentirane su statistički značajne razlike na skoro svim skalama. Može se reći da učenici sa smetnjama i poremećajima u razvoju koji pohađajuju škole za učenike sa smetnjama u razvoju i invaliditetom i redovne (inkluzivne) škole imaju visok nivo doživljaja pripadnosti školi. Na osnovu dobijenih rezultata moguće je predvideti ukupni skor na Skali pripadnosti školi na osnovu Skale angažovanosti učenika. Vršnjačko nasilje, odnos na relaciji učenik-učenik, i učenik nastavnik kao domeni razredne klime nemaju uticaja na doživljaj pripadnosti školi.

The experience of belonging to the school is related to the characteristics of the school, the classroom climate and the level of student engagement. A school environment in which students feel accepted and respected regardless of their uniqueness can encourage them to develop a strong sense of belonging and interest in school and learning. The differences in the experience of belonging in school between students from the typical population and students with developmental disabilities as an indicator of the success of inclusive education are the subject of numerous studies in the current literature. The main goal of the research was to identify individual and contextual factors that determine the sense of belonging in school and to determine the differences in the sense of belonging between students with disabilities. The research sample consisted of 148 students of both genders with disabilities in the final grades of elementary school. The modified School Belonging Scale was used to assess the sense of belonging to the school, the Student Engagement Scale was used to self-assess student engagement, while the Class Climate Scale was used to assess student-student and student-teacher relationships and sensitivity to violence in the school environment. The results show that there are no statistically significant differences in the scales used in relation to gender. With regard to the type of disability, statistically significant differences were found in almost all scales. It can be said that students with disabilities who attend schools for students with developmental disabilities and regular (inclusive) schools have a high sense of belonging to the school. Based on the results obtained, it is possible to predict the overall score on the School Belonging Scale based on the Engagement Scale. Peer violence, the student-student relationship and the student-teacher relationship as areas of classroom climate have no influence on the sense of belonging to the school.

pripadnost školi, razredna klima, stepen angažovanosti učenika, individualni faktori, kontekstualni faktori

belonging to the school, classroom climate, level of student engagement, individual factors, contextual factors

376:373.3:[316.613.4(043.3)

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