Inkluzija djece s teškoćama u razvoju u osnovnim glazbenim školama - perspektiva učitelja

master's thesis

• Title (english): Inclusion of children with special educational needs in primary music schools - teacher's perspectives
• Author: Dajana Papić
• Mentor: Marina Milić Babić (mentor)
• Committee member: Marina Milić Babić (predsjednik povjerenstva)
• Committee member: Silvia Rusac (član povjerenstva)
• Committee member: Marko Buljevac (član povjerenstva)
• Granter: University of Zagreb; Faculty of Law; (Social Work Studies); Zagreb
• Defense date and country: 2021-09-17, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Social Activities

Abstract

Cilj ovog istraživanja je steći uvid u mišljenja i iskustva učitelja instrumenata o inkluziji djece s teškoćama (TUR) u razvoju u osnovnim glazbenim školama. U istraživanju je sudjelovalo 9 učitelja različitih instrumenata koji su imali iskustvo u radu s učenicima s TUR u osnovnoj glazbenoj školi. U svrhu prikljupljanja empirijske građe korišten je polustrukturirani intervju, a dobivena građa podvrgnuta je tematskoj analizi. Rezultati istraživanja pokazuju da učitelji u svom radu s učenicima s TUR prepoznaju određenja ograničenja, potrebu da se istima prilagodi nastavni proces te određene pozitivne i negativne aspekte rada. Procjenjuju kako po završetku studija nisu bili adekvatno educirani za rad s učenicima s TUR te osjećaju potrebu za dodatnim razvojem vlastitih kompetencija. Kao prepreke inkluziji djece s TUR prepoznaju nepostojanje nastavnog plana i programa za rad s njima te postupke provjere znanja (godišnje ispite iz instrumenta i prijamni ispit). Smatraju da je za unaprijeđenje inkluzije potrebno početi aktivno primjenjivati načelo inkluzije unutar glazbenog obrazovnog sustava, podići kvalitetu edukacije učitelja za rad s učenicima s TUR te poboljšati uvjete rada.

Abstract (english)

The aim of this research is to gain insight into the opinions and experiences of instrument teachers on the inclusion of children with special educational needs (SEN) in primary music schools. The research involved 9 teachers of various instruments who had experience in working with students with SEN in primary music school. For the purpose of collecting the empirical material, a semi-structured interview was used, and the obtained material was subjected to a thematic analysis. The results of the research show that teachers in their work with students with SEN recognize certain limitations, the need to adapt the teaching process and certain positive and negative aspects of work. They estimate that upon completion of their studies they were not adequately educated to work with students with SEN and feel the need for further development of their own competencies. As obstacles to the inclusion of children with SEN, they recognize the lack of a curriculum for working with them and the procedures for testing knowledge (annual exams and entrance exam). They believe that in order to improve inclusion, it is necessary to start actively applying the principle of inclusion within the music education system, to raise the quality of teacher education for working with students with SEN and to improve working conditions.

• Keywords: inkluzija; učenici s teškoćama u razvoju; učitelji instrumenta; osnovna glazbena škola
• Keywords (english): inclusion; students with special educational needs; instrument teachers; primary music school
• Language: croatian
• URN:NBN: urn:nbn:hr:199:754411
• Study programme: Title: Social Work; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra socijalnog rada (magistar/magistra socijalnog rada)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Closed access
• Created on: 2021-11-25 10:01:02