U radu su izneseni rezultati ispitivanja samoprocjene kompetentnosti
studenata nastavničkoga smjera za provođenje inkluzivnoga obrazovanja.
Ukupno je ispitano 94 studenata diplomskih studija fakulteta Sveučilišta
u Zagrebu tijekom 2018. i 2019. godine. Cilj istraživanja bio je
ispitati percepciju studenata o usvojenim općim i specifičnim znanjima i
vještinama stečenima tijekom studija za budući odgojno-obrazovni rad u
inkluzivnim uvjetima te zadovoljstvo obveznom studentskom praksom.
Rezultati su pokazali da bi, osim o vrstama teškoća u razvoju, studenti
trebali razumjeti stavove, potrebe i očekivanja roditelja učenika s teškoćama
u razvoju. Smatraju da nemaju dovoljno kompetencija za izradu
specifičnih nastavnih materijala. Studenti su ukazali na potrebu za izmjenom
organizacijske strukture kolegija u kojoj bi studentska praksa
bila zastupljena većim brojem sati.This paper presents the results of examining the compentence self-assessment
of the teacher-training track students for the implementation
of inclusive education. A total of 94 graduate students of the University
of Zagreb were surveyed during 2018 and 2019. The aim of the study was
to examine students’ perceptions of general and specific knowledge and
skills acquired during their studies for future educational work in inclusive
conditions and satisfaction with obligatory student practice. The results
showed that, in addition to the types of disabilities, students should
acquire knowledge of the attitudes, needs and expectations of parents
of children with disabilities. They find that they do not have sufficient
competence to produce specific teaching materials. Students indicated
the need to change the organizational structure of the course in which
more time would be devoted to student practice
