Весна С. Радовановић, Универзитет у Београду, Факултет за специјалну едукацију и рехабилитацију, Београд, Србија, имејл: radovanovic3@yahoo.com
Јасмина М. Ковачевић, Универзитет у Београду, Факултет за специјалну едукацију и рехабилитацију, Београд, Србија

Иновације у настави, XXXIV, 2021/2, стр. 44–56

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DOI: 10.5937/inovacije2102044R

Резиме: Успешност инклузивног образовања мерена путем осећаја припадности школи у новије време постаје предмет бројних иностраних истраживања, док се у домаћој литератури може наћи скроман број радова. Како је инклузивно образовање у нашој земљи присутно већ деценију, за циљ истраживања је постављено утврђивање нивоа доживљаја припадности деце са сметњама у инклузивном окружењу. Узорак је чинило тридесет петоро деце са сметњама у развоју из једанаест основних школа у којима се инклузивно образовање примењује најмање осам година. У истраживању је коришћена Скала припадности школи адаптирана за потребе истраживања са децом са развојним сметњама. Резултати истраживања до којих се дошло техником скалирања показали су да ученици, у највећем броју, имају висок ниво осећања припадности школи, а у односу на врсту сметње није утврђена статистички значајна разлика. Највиши степен слагања са тврдњама пронађен је код ученика са физичким и сензорним сметњама, следе ученици са интелектуалним сметњама, затим сметњама из спектра аутизма, док су се ученици са сметњама у понашању у најмањој мери сложили са тврдњама. Добијени резултати указују на позитивно искуство ученика током школовања у инклузивним разредима.

Кључне речи: припадност школи, ученици са сметњама у развоју, врста сметње у развоју, инклузивна школа, инклузија.

Summary: The success of inclusive education, measured by the students’ sense of belonging in school, has recently become the subject of numerous foreign research papers, while a modest number of papers on this topic can be found in our literature. Given that inclusive education has been present in our country for a decade, the aim of the research was to determine the level of the sense of belonging in a school environment of children with developmental difficulties in an inclusive environment. The sample consisted of 35 children with developmental difficulties from 11 primary schools in which inclusive education has been implemented for at least eight years. The research used the Sense of Belonging in School Scale adapted for the needs of the research with children with developmental difficulties. The results of the research obtained by the scaling technique showed that the majority of the students have a high level of the sense of belonging in their school, and no statistically significant difference was found in relation to the type of developmental difficulty. The highest degree of agreement with the statements was found in students with physical and sensory disorders, followed by students with intellectual disabilities, then disorders within the spectrum of autism, while students with behavioral difficulties agreed the least with the claims. The obtained results indicate a positive experience of students during schooling in inclusive classes.

Keywords: sense of belonging in school, students with developmental difficulties, type of disability, inclusive school, inclusion.

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