Title
Karakteristike ličnosti nastavnika i majki i njihov odnos prema inkluziji dece sa razvojnim smetnjama : doktorska disertacija
Creator
Stanković-Đorđević, Mirjana
Copyright date
2013
Object Links
Select license
Autorstvo-Deliti pod istim uslovima 3.0 Srbija (CC BY-SA 3.0)
License description
Dozvoljavate umnožavanje, distribuciju i javno saopštavanje dela, i prerade, ako se navede ime autora na način odredjen od strane autora ili davaoca licence i ako se prerada distribuira pod istom ili sličnom licencom. Ova licenca dozvoljava komercijalnu upotrebu dela i prerada. Slična je softverskim licencama, odnosno licencama otvorenog koda. Osnovni opis Licence: http://creativecommons.org/licenses/by-sa/3.0/rs/deed.sr_LATN Sadržaj ugovora u celini: http://creativecommons.org/licenses/by-sa/3.0/rs/legalcode.sr-Latn
Language
Serbian
Cobiss-ID
Theses Type
Doktorska disertacija
Other responsibilities
mentor
Todorović, Jelisaveta, 1960-
Academic Expertise
Društveno-humanističke nauke
University
Univerzitet u Nišu
Faculty
Filozofski fakultet
Group
Departman za psihologiju
Publisher
Niš : [М. Stanković-Đorđević]
Format
PDF/A (284 listova)
description
Umnoženo za odbranu,
Univerzitet u Nišu, Filozofski fakultet, 2013.
Napomene i bibliografske reference uz tekst.
Bibliografija: listovi 245-259.
Summary ; Resümee.
Abstract (en)
Inclusive education implies the practise of inclusion of all students regardless of their
talents, limitations, socio-economic status or backgrounds into regular schools and classrooms
where it is possible to meet all their needs. Inclusion is based on the sense of belonging which
does not only entail immediate physical propinquity, but also the opportunity for children with
different abilities to study, play and work together. The ecosystem approach of the research
aims to investigate the network of micro and mezosystemic relationships within which the
principles of institutional action mix with a number of various personal equations. By
studying the characteristics of the persons central to the success of educational inclusion it
was the aim of this research to specify the personality traits of teachers and mothers who
encourage the process of inclusion, as well as the factors which can influence the denial of and
resistance to it. The most significant contribution of this paper can be preceived in the
affrimation of a positive influence of regular education on children with developmental
disabilities, as well as on children from regular population. Children with developmental
disabilities have a strong sense of belonging to regular schools, while children from regular
classrooms show a low level of social distance, which is a direct support for the process of
educational inclusion. When it comes to children with developmental disabilities, there are
several significant predictors of the sense of belonging to regular schools:
- momentary low anxiety of the mothers of children with developmental disabilities
- positive attitude of the mothers of children with developmental disabilities towards
inclusion
- empathy – Fantasy dimension of The Interpersonal Reactivity Index of the mothers of
children with developmental disabilities, which is in a negative correlation with the
sense of belonging to school
- empathy – Role assuming dimension of The Interpersonal Reactivity Index of the
mothers of children from regular population, which is in a positive correlation with the
sense of belonging to school
- general anxiety of the mothers of children with developmental disabilities; the lower
general anxiety is, the stronger the sense of belonging to school.
Mothers who have a stable personality bring up their children in the spirit of mutual
respect and appreciation of diversity. As a result, the children from regular population do not
show large social distance from the children with developmental disabilities. More
importantly, children with developmental disabilities have a very strong sense of belonging to
school and the community, and they do not suffer from secondary effects of disability. School
teachers are paradigms that largely influence a sense of belonging to school, as well as
intergenerational relations and personal and social values of children with developmental
disabilities. The relationship between parents and teachers should involve partnership, a twoway
communication, as well as emotional and social support, which should be an imperative
in working with children with developmental disabilities and their parents. An important
prerequisite of the success of inclusion is the expansion of this process into extracurricular
context. Collectivism as a cultural syndrome prevalent in this region implies social
decentration, emphasizing collective welfare, concern and respect for our fellow man. These
are the foundations upon which the process of inclusion can be constructed with the aim of
fulfilling its main purpose – egalitarian cohabitation of all members of society. When it comes
to educational inclusion it is very important to become aware of the fact that every school
281
needs to be sufficiently equipped to meet the needs of its students. It is highly probable that
different groups of children will achieve different levels of success through various academic,
social and affective outcomes. However, the success of inclusion should be measured with the
amount of pleasure that all the parties take in carrying out the entire process.
Abstract (de)
Inklusive Bildung bedeutet die Praxis der Einbeziehung aller Schüler unabhängig von
Authors Key words
Inkluzivno obrazovanje
Subject
376
Type
Elektronska teza
Abstract (en)
Inclusive education implies the practise of inclusion of all students regardless of their
talents, limitations, socio-economic status or backgrounds into regular schools and classrooms
where it is possible to meet all their needs. Inclusion is based on the sense of belonging which
does not only entail immediate physical propinquity, but also the opportunity for children with
different abilities to study, play and work together. The ecosystem approach of the research
aims to investigate the network of micro and mezosystemic relationships within which the
principles of institutional action mix with a number of various personal equations. By
studying the characteristics of the persons central to the success of educational inclusion it
was the aim of this research to specify the personality traits of teachers and mothers who
encourage the process of inclusion, as well as the factors which can influence the denial of and
resistance to it. The most significant contribution of this paper can be preceived in the
affrimation of a positive influence of regular education on children with developmental
disabilities, as well as on children from regular population. Children with developmental
disabilities have a strong sense of belonging to regular schools, while children from regular
classrooms show a low level of social distance, which is a direct support for the process of
educational inclusion. When it comes to children with developmental disabilities, there are
several significant predictors of the sense of belonging to regular schools:
- momentary low anxiety of the mothers of children with developmental disabilities
- positive attitude of the mothers of children with developmental disabilities towards
inclusion
- empathy – Fantasy dimension of The Interpersonal Reactivity Index of the mothers of
children with developmental disabilities, which is in a negative correlation with the
sense of belonging to school
- empathy – Role assuming dimension of The Interpersonal Reactivity Index of the
mothers of children from regular population, which is in a positive correlation with the
sense of belonging to school
- general anxiety of the mothers of children with developmental disabilities; the lower
general anxiety is, the stronger the sense of belonging to school.
Mothers who have a stable personality bring up their children in the spirit of mutual
respect and appreciation of diversity. As a result, the children from regular population do not
show large social distance from the children with developmental disabilities. More
importantly, children with developmental disabilities have a very strong sense of belonging to
school and the community, and they do not suffer from secondary effects of disability. School
teachers are paradigms that largely influence a sense of belonging to school, as well as
intergenerational relations and personal and social values of children with developmental
disabilities. The relationship between parents and teachers should involve partnership, a twoway
communication, as well as emotional and social support, which should be an imperative
in working with children with developmental disabilities and their parents. An important
prerequisite of the success of inclusion is the expansion of this process into extracurricular
context. Collectivism as a cultural syndrome prevalent in this region implies social
decentration, emphasizing collective welfare, concern and respect for our fellow man. These
are the foundations upon which the process of inclusion can be constructed with the aim of
fulfilling its main purpose – egalitarian cohabitation of all members of society. When it comes
to educational inclusion it is very important to become aware of the fact that every school
281
needs to be sufficiently equipped to meet the needs of its students. It is highly probable that
different groups of children will achieve different levels of success through various academic,
social and affective outcomes. However, the success of inclusion should be measured with the
amount of pleasure that all the parties take in carrying out the entire process.
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