Some Aspects of Collaboration in Inclusive Education – Teachers’ Experiences
Keywords:
Collaboration, Inclusive education, Professional support, Teachers’ experiences
Abstract
The main aim of the present article is to analyse some aspects of collaboration in inclusive educational practice in Croatian schools by analysing teachers’ experiences. Special attention is devoted to the professional support resources available to teachers, as well as to teachers’ views on the content and usefulness of the professional support they utilise. The article presents partial results of a larger research project regarding various components of inclusive practice in Croatian primary schools, organised at the Faculty of Teacher Education in Zagreb. A total of 69 primary school teachers were interviewed regarding the elements of inclusive practices in their own schools. Each teacher also completed a short questionnaire about their opinions on elements that weaken inclusive practices in their school, as well as on some general data about schools. The data obtained were analysed on both the qualitative and the quantitative levels. The results suggest that, at the present time, collaboration in Croatian schools is not well organised and defined. It is shown that only a relatively small number of various professionals who could support teachers and students in inclusive processes work in schools. Furthermore, it is established that schools do not compensate for this problem with stronger collaboration between schools and professionals in local communities. Teachers would like to receive more specific advice, as well as more concrete assistance in the education of students with disabilities. The author concludes that a better conceptualisation of collaboration between schools and local communities is needed (especially a higher level of team work). This would certainly contribute to improving the quality of inclusive education in Croatian schools.Downloads
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Berlin, J. M. (2010). Synchronous Work: Myth or Reality? A Critical Study of Teams in Health and Medical Care. Journal of Evaluation in Clinical Practice, 16, 1356-1294.
Bridges, D. R., Davidson, R. A., Soule Odegard, P., Maki, I. V., & Tomkowiak, J. (2011). Interprofessional Collaboration: Three Best Practice Models of Interprofessional Education. Medical
Education Online, 16, 6035. DOI:10.3202/meo.v16i0.6035
Croatian Bureau of Statistics (2011). Statistical Reports: Basic Schools and Kindergartens and Other Legal Entities Implementing Preschool Education Programmes, End of 2009/2010 and Beginning of 2010/2011 School Year.
DulÄić, A., & Bakota, K. (2008). Stavovi uÄitelja povijesti redovnih osnovnih Å¡kola prema integrrianim uÄenicima oÅ¡tećena sluha i uÄenicima s poremećajima govorno-jeziÄne komunikacije te
specifiÄnim teÅ¡koćama u uÄenju. Hrvatska revija za rehabilitacijska istraživanja, 44(2), 31-50.
Farrell, P., Dyson, A., Polat, F., Hutcheson, G., & Gallannaugh, F. (2007). The Relationship between Inclusion and Academic Achievement in English Mainstream Schools. School Effectiveness and School Improvement, 18(3), 335-352.
KiÅ¡ GlavaÅ¡, L., & Jakob Wagner, A. (2001). Stavovi uÄitelja prema pouÄavanju kao determinante promjena stavova prema integraciji uÄenika usporenog kognitivnog razvoja. Hrvatska revija za
rehabilitacijska istraživanja, 37(2), 191-196.
Law on Education in Primary and Secondary School. Official Gazette, 87/2008, 86/009, 92/2010, 105/2010, 90/2011, 5/2012, 16/2012.
Lee, H. (s.d.). Collaboration: A Must for Teachers in Inclusive Educational Settings. Retrieved December 8 2012 from http://iris.peabody.vanderbilt.edu
Ljubić, M., & Kiš-Glavaš, L. (2003). Razlike u stavovima nastavnika osnovnih i srednjih škola prema edukacijskoj integraciji. Hrvatska revija za rehabilitacijska istraživanja, 39(2), 129-136.
LukaÅ¡, M., & Gazibara, S. (2010). Modaliteti suradniÄkih odnosa Å¡kolskog pedagoga i roditelja. Život i Å¡kola, 24(2), 210-229.
Mặrgặriţoiu, A. (2010). The Partnership in Inclusive School – Truth and Challenge. Educational Sciences Series, 62(2), 115-119.
Meadan, H., & Monda-Amaya, L. (2008). Collaboration to Promote Social Competence for Students with Mild Disabilities in the General Classroom: A Structure for Providing Social Support.
Intervention in School and Clinic, 43(3), 158-167.
National Pedagogical Standard for Elementary Education. Official Gazette, 63/2008, 90/2010.
Nijhuis, B. J. G., Reinders-Messelink, H. A., de Blécourt, A. C. E., Olijve, W. G., Groothoff, J. W., Nakken, H., & Postema, K. (2007). A Review of Salient Elements Defining Team Collaboration in
Paediatric Rehabilitation. Clinical Rehabilitation, 21, 195-211.
Pavlović, S., & Šarić, M. (2012). Partnership Between School and Parents – Reality or Illusion of Inclusive Education. Croatian Journal of Education, 14(3), 511-522.
Rose, L. (2011). Interprofessional Collaboration in the ICU: How to Define?. Nursing in Critical Care, 16(1), 5-10.
StanÄić, Z., & Kudek MiroÅ¡ević, J. (2001). Uloga defektologa – struÄnog suradnika u redovitoj Å¡koli. Zbornik uÄiteljski akademije u Zagrebu, 3(1), 277-287.
StanÄić, Z., Horvatić, S., & Nikolić, B. (2011). Some aspects of perceived personal competence in the teacher’s role in inclusive school. In A. JurÄević LozanÄić & S. Opić (Eds.), 5th International
Conference on Advanced and Systematic Research “School, Education and Learning for the Future (pp. 343-354). Zagreb: Faculty of Teacher Education.
Thornton, H. (2006). Teachers Talking: the Role of Collaboration in Secondary Schools in Bangladesh. Compare, 36(2), 181-196.
Voutsas, K. (2011). Effects of Heterogeneity in Work Teams: Creativity or Conflict?. Insights Journal, 1(1), 115-120.
Widmark, C., Sandahl, Ch., Piuva, K., & Bergman, D. (2011). Barriers to Collaboration between Health Care, Social Services and Schools. International Journal of Integrated Care, 11, 1-9.
Watkins, A. (Ed.) (2009). Key Principles for Promoting Quality in Inclusive Education. European Agency for Development in Special Needs Education. Retrieved December 8 2012 from www.
european-agency.org
Published
2013-06-30
How to Cite
Bouillet, D. (2013). Some Aspects of Collaboration in Inclusive Education – Teachers’ Experiences. Center for Educational Policy Studies Journal, 3(2), 93–117. https://doi.org/10.26529/cepsj.241
Section
FOCUS
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