Self-Assessment of Students in the Final Year of Classroom Teaching to Work With Children With Disabilities
DOI:
https://doi.org/10.59519/Keywords:
inclusion, students with developmental disabilities, students in the final year of classroom teaching, self-assessment of competenciesAbstract
The aim of the thesis was to examine the self-assessment of students in the final year of classroom teaching on their readiness to work with children with developmental disabilities and to gain insight into the areas in which students feel most competent and in which they need additional support. Eighty-three students of the final year of classroom teaching from different universities in Bosnia and Herzegovina participated in the research. The applied instrument that was used in the research and was created for the purpose of the mentioned research is a combination of a questionnaire and a Likert scale, and it was filled out in clasrrom and online. The results of the research show that students have positive attitudes towards inclusion and how they self-assess the recognition of deviations from development in children with developmental disabilities. The area in which students self-assess insufficient competence is the prevention of undesirable forms of behavior. Whether the students had previous experience with children with disabilities and attended courses on inclusion did not show a statistically significant difference. Also, the students believe that they have an insufficient number of courses on deviations from norms in children with developmental disabilities and that additional training is needed for teachers, which showed that education is a changing system and that lifelong education of teaching and non-teaching staff in school institutions is necessary.
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