Марија С. Ратковић, Медицинска школа, Ужице, имејл: mratkovic09@gmail.com
Емина Џ. Хебиб, Универзитет у Београду, Филозофски факултет
Иновације у настави, XXXI, 2018/3, стр. 20–36

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doi: :10.5937/inovacije1803020R

Резиме: Истраживање је спроведено ради утврђивања начина провођења слободног времена деце, учесталости боравка деце у природи, као и ставова деце према активностима у природи и вишедневном боравку у природи у форми камповања. Методом експерименталног истраживања, помоћу техника теоријске анализе и посебно конструисаног анкетног упитника, дошли смо до резултата који су за анализу и разматрање. Алармантан податак представља чињеница да чак 20% деце истраживаног узраста проводи слободно време уз телевизоре и рачунаре, док чак 45% деце не борави често у природи. Три најчешће навођена разлога због којих испитаници не проводе време у природи су: школске обавезе, обавезе родитеља и чињеница да у околини нема природе. Наведени подаци упућују на потребу за организованим, системским боравком деце у природи за време викенда у виду полудневних или целодневних излета или екскурзија, као и вишедневних кампова организованих за време летњег распуста. Чак 84,9% ученика би волело да своје слободно време проведе на кампу, што испуњава један од најважнијих услова за системско спровођење овог програма. Деца су свесна вредности боравка у природи и имају потребу и жељу да своје слободно време проводе у природи, у чему се и огледа практични значај овог рада.

Кључне речи: слободно време, боравак у природи, камповање, ставови, ученици.

Summary: Contemporary school systems are in the process of reform the aim of which is, among other things, the development of inclusive policies and educational practice. The development of inclusive educational practice implies introducing changes in the school structure and organisation, the conception and realisation of teaching and school activities, as well as changes in teachers’ work. The changes in the way teachers work refer, among other things, to a specific number of new assignments and activities that should be carried out in direct cooperation with other key actors in inclusive education. The paper presents an overview of teachers’ activities and assignments that are stated in expert sources as particularly important in working with students with disabilities, students of typical development, fellow teachers, other experts in the school system, and parents of students with disabilities. Based on the overview, the authors point out that the development of the practice of education of students with disabilities in regular schools, as an important component of inclusive education, implies a redefinition of the role of teachers in the teaching process and school work. A separate section in the paper is dedicated to the explanation of the relevance of preparing teachers to act successfully in schools and the importance of teacher training for inclusive education that should also involve the rethinking and changing teachers’ professional attitudes and beliefs.

Кeywords: inclusive education, inclusive school practice, the role of teachers, teachers’ work with different actors in inclusive education.

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