Inkluzivnost škole i uspjeh učenika u nastavi

Međunarodna naučna konferencija Vaspitanje i obrazovanje između teorije i prakse, 24. 10. 2025. (knjiga 1, 417-436. str.) 

 

AUTOR(I) / AUTHOR(S): Ljiljana Jerković , Mile Ilić 

 

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DOI:  10.46793/zbVO25UEI.417J

SAŽETAK / ABSTRACT:

Učeničke procjene inkluzivnosti vaspitno-obrazovnog procesa i konteksta bitno determinišu njihovu motivisanost, saznajnu angažovanost i produktivnu interaktivnost, čime se značajno poboljšavaju nastavna postignuća. Cilj istraživanja bio je utvrđivanje povezanosti učeničkih procjena komponenti inkluzivnosti škole (stvaranje inkluzivne kulture, kreiranje inkluzivne politike i razvoj inkluzivne prakse) i njihovog uspjeha u nastavi. 

Uzorak je obuhvatao 339 učenika petog razreda. Nalazi istraživanja su pokazali da postoji povezanost učeničkih procjena inkluzivnosti škole i njihovog uspjeha u nastavi. Učenici boljih postignuća na testovima znanja iz Srpskog jezika, Matematike i Poznavanja društva i viših zaključnih ocjena iz navedenih nastavnih predmeta u prosjeku su u većoj mjeri procjenjivali inkluzivnost svake komponente škole i cijelog njenog ambijenta u odnosu na učenike slabijih postignuća i nižih zaključnih ocjena. 

Ključne pedagoške implikacije istraživanja su: uključivanje učenika, nastavnika, saradnika i roditelja u utvrđivanje stepena inkluzivnosti školskog ambijenta primjenom Indeksa inkluzivnosti, zajedničko kreiranje inkluzivne politike, stvaranje inkluzivne kulture i razvoj inkluzivne prakse te inkorporiranje ishoda i sadržaja inkluzivnog obrazovanja u studijske programe nastavničkih fakulteta i u programe kontinuiranog stručnog usavršavanja.

KLJUČNE REČI / KEYWORDS:

inkluzivnost škole, inkluzivna kultura, inkluzivna politika, inkluzivna praksa, uspjeh učenika

PROJEKAT / ACKNOWLEDGEMENT:

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