Šolsko polje, letnik XXII (2011), številka 1-2: Od ... - Pedagoški inštitut

262Šolsko polje, letnik XXII, številka 1–2v osrednjem delu članka, smo analizirali stališča na reprezentativnem vzorcuslovenskih učiteljev (n = 1360) do štirih skupin vplivov (do vpliva integracije/inkluzijena učence s PP, na vrstnike, na učitelje in na razredno okolje).Pri tem smo kontrolirali vlogo dveh relevantnih karakteristik vzorca, insicer vrste posebnih potreb (gibalna oviranost, mejne intelektualne sposobnosti,primanjkljaji na posameznih področjih učenja, vedenjske in čustvenemotnje) in strokovno znanje učiteljev za delo z učenci s PP. Uporabili smoImpact of Inclusion Questionnaire. Rezultati raziskave razkrivajo, da je stališčeučiteljev o vplivu integracije/inkluzije povezano z vrsto posebnih potrebučencev. V kolikor gre za gibalno ovirane, je stopnja soglašanja najvišja,v primeru motenj vedenja in čustvovanja pa najnižja. Dejavnik, ki poleg vrsteoz. kategorije posebnih potreb pomembno določa nivo soglašanja z vplivomintegracije/inkluzije v naši raziskavi, je strokovno znanje učiteljev za delo zučenci s PP. V našem primeru se je izkazalo, da imajo bolj pozitivno stališčeo vplivu integracije/inkluzije učitelji, ki so si to znanje pridobili v različnihoblikah izobraževanja oz. usposabljanja.Ključne besede: integracija/inkluzija, stališča učiteljev, učenci s posebnimipotrebami, različne vrste posebnih potreb, strokovno znanje učiteljevAttitudes of Slovenian teachers towards theintegration/inclusion of pupils with varioustypes of special needs in primary schoolNumerous studies show that successful implementation of integration/inclusionof children with special needs largely depends on teachers’ positiveattitudes towards it. The empirical research presented in the main partof this article analyzes attitudes of a representative sample of Slovenian teachers(n = 1,360) regarding four domains of impact (the impact of inclusionon pupils with special needs, on peers, on teachers, and on the classroomenvironment. In this, we controlled the role of the following two relevantcharacteristics of the sample: the category of special needs (physical impairments,borderline intellectual abilities, learning difficulties, and behavioral/emotionaldisorders) and the category of teachers’ professional expertisein working with pupils with special needs. We used the Impact of InclusionQuestionnaire. The results show that teachers’ attitudes towards integration/inclusionare determined by the type of special needs the integrated pupilshave. Teachers expressed the highest level of consent in the case of pupilswith physical impairments and the lowest in the case of pupils with behavioraland emotional disorders. Our study shows that, in addition to the typeof special needs, teachers’ professional expertise in working with pupils withspecial needs is another important factor that determines the level of agree-