# Education for social and cultural diversity

How to promote intercultural learning and dialogue in multicultural and multilingual environments? How to ensure that education and upbringing are inclusive, fair and quality for all children and young people, regardless of their diversity?

**Section Editor:** Monika Pažur

# Sestre i braća djece s teškoćama: sustavni pregled literature

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.8096%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.2858%; height: 115.15px;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.095%; height: 106.9px;">##### **Ana Blažević Simić**

*Faculty of Humanities and Social Sciences, University of Zagreb, Croatia*

*ablazevi@m.ffzg.hr*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 44.6242%;">**Sekcija - Odgoj i obrazovanje za socijalnu i kulturnu raznolikost**</td><td class="align-center" style="width: 17.7714%;">**Broj rada: 21**</td><td style="width: 37.5805%;">**Kategorija: Pregledni rad**

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<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 388.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Sažetak** 

</td></tr><tr style="height: 264.8px;"><td style="text-align: justify; width: 99.9048%; height: 264.8px;"><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Iako su učenici s teškoćama najtematiziranija kategorija općega inkluzivnoga diskursa (kako svakodnevne obrazovne prakse tako i nacionalnih obrazovnih politika), kategorija sestara i braće djece s teškoćama u domaćemu stručnome i znanstvenome diskursu gotovo se ne susreće. Vodeći se činjenicama da su u školskoj godini 2024./2025. 7,44 % sveukupne učeničke populacije činili upravo učenici s teškoćama (Ministarstvo znanosti i obrazovanja, 2024), a da pritom kategoriju njihovih sestara i braće ne spominje ni postojeći legislativni okvir kao ni recentniji obrazovno-politički dokumenti, ovaj rad stavlja naglasak na ovu očigledno zanemarenu skupinu učeničke populacije. Cilj je ovoga rada stoga bila izrada prvoga sustavnoga pregleda literature domaćih izvora koji tematiziraju sestre i braću djece s teškoćama. Koristeći metodu analize sadržaja, analizirani su znanstveni, pregledni i stručni radovi objavljeni u domaćim časopisima u otvorenome pristupu, ali i završni, diplomski, specijalistički, magistarski i doktorski radovi objavljeni u digitalnim akademskim arhivima i repozitorijima. Formulirana su dva istraživačka pitanja o načinu tematiziranja sestara i braća djece s teškoćama u domaćemu istraživačkome prostoru te ulozi odgojno-obrazovnih ustanova u radu sa sestrama i braćom djece s teškoćama. Rezultati analize 13 istraživanja uključenih u sustavni pregled pokazali su da u okviru prvoga istraživačkoga pitanja dominiraju tri generirane kategorije: Specifičnosti odrastanja sa sestrom ili bratom s teškoćama, Obiteljskih odnosa i Podrške. Potonja se kategorija, međutim, zadržava na razini prijatelja i obitelji, dok su rezultati koji se odnose na konkretnu ulogu odgojno-obrazovnih ustanova u radu sa sestrama i braćom djece s teškoćama, drugo postavljeno istraživačko pitanje, minimalno zastupljeni.<span style="color: red;"> </span>Na temelju dobivenih rezultata daju se smjernice za intenziviranje istraživačkoga fokusa na ovu specifičnu učeničku populaciju, kako bi se moglo pravovremeno prepoznavati i odgovarati na njihove potrebe unutar sustava odgoja i obrazovanja.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Ključne riječi:***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;"><span lang="EN-GB">analiza sadržaja; časopisi; inkluzivno obrazovanje; nacionalna obrazovna politika; publikacije inkluzivne tematike; repozitoriji</span></td></tr></tbody></table>

**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Uvod </span>**

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Najučestalija tema aktualnih rasprava o inkluzivnosti hrvatskoga odgojno-obrazovnoga sustava učenici su s teškoćama, donekle redovito učenici pripadnici romske te pojedinih drugih nacionalnih manjina te unazad nekoliko godina i sve intenzivnije učenici migrantskoga porijekla. No, unatoč tome što su upravo učenici s teškoćama najčešće tematizirani, kategoriju sestara i braće ove učeničke populacije gotovo da se ne može susresti. Važno je naglasiti kako se zastupljenost sestara i braće djece s teškoćama u nacionalnim okvirima može tek naslućivati s obzirom na aktualni podatak o 7,44 % učenika s teškoćama unutar sveukupne učeničke populacije u školskoj godini 2024./2025. (Ministarstvo znanosti i obrazovanja, 2024) s jedne te zakon velikih brojeva i posljednji dostupan podatak o nacionalnoj stopi fertiliteta od 1,53 s druge strane (Eurostat, 2022).</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Odnos sestara i braće obično je najdugovječnija obiteljska veza o kojoj istraživanja u kontekstu obitelji pratimo od 80-ih godina prošloga stoljeća (Stoneman, i sur., 1987;</span><span style="mso-bidi-font-family: Calibri;"> </span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Dunn, 1988). Kada je jedno od sestara i braće dijete s teškoćama, njihov odnos može utjecati na dinamiku obiteljskih odnosa (McAndrew, 1976) i psihosocijalno funkcioniranje sestre/brata tipičnoga razvoja (McKeever, 1983), posebice tijekom perioda tranzicije iz djetinjstva u adolescenciju (Santrock, 1993, prema Dyson, 1999). Brojna istraživanja kao neke od najučestalijih zabrinutosti radi mogućih posljedica takvoga utjecaja izdvajaju rizik od razvoja niskoga samopouzdanja i socijalne kompetencije, razvoja devijantnih ponašanja, visokih roditeljskih očekivanja i povećane odgovornosti za skrb za sestru/brata, smanjene roditeljske pažnje i obiteljskih resursa itd., ali istovremeno naglašavaju i kompleksan utjecaj općega obiteljskoga funkcioniranja i podrške, socioekonomskih uvjeta i dostupnih usluga rane intervencije (npr. Dyson, 1999). Ovakve nam spoznaje dodatno osvještavaju potrebu i važnost podrške i rada stručnjaka sa sestrama i braćom djece s teškoćama, s obzirom na to da su dosadašnji napori istraživača i praktičara bili usmjereni na obitelj kao cjelinu te rad s roditeljima i to najčešće majkama (Wagner Jakab i sur., 2006).</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">U domaćemu je znanstvenome diskursu moguće detektirati tek nekoliko sporadičnih primjera dominantno preglednih radova na ovu temu (Wagner Jakab i Torbica, 2004; Wagner Jakab i sur., 2006; Leutar i Štambuk, 2007; Klopotan, 2008; Leutar i sur., 2008) koji su svakako pionirski i vrijedni, no u odnosu na međunarodnu produkciju (dominantno autora iz SAD-a) još iz 80-ih godina prošloga stoljeća (npr. Pasternak Chinitz, 1981; Lobato i Tlaker, 1985; Atkins, 1989; Meyer, 1993; Gorelick, 1996; Brody, 1998 itd.) u najmanju ruku nedostatni. Dodatno treba istaknuti kako je u međunarodnim primjerima riječ o vrlo konkretnim smjernicama neposrednoga rada: već od Gorelicka (1996) koji donosi gotovo desetogodišnji pregled razvoja grupa podrške za sestre i braću djece s teškoćama kao i preporuke za buduću obrazovno-političku agendu, preko Naylor i Prescotta (2004) koji kritički analiziraju nejasnu realizaciju legislativnih uporišta usluga podrške pa sve do Hayden i sur. (2019) koji kao odgovor na uočeni nedostatak izvora o intervencijama u školskome kontekstu predstavljaju evaluaciju Sibs Talk-a, individualne intervencije u redovnim školama. (op. a. Intervencije su dotad većinom bile grupnoga karaktera te realizirane u nevladinim udrugama, bolnicama i/ili ljetnim kampovima (McKenzie Smith i sur., 2018)). Međutim, i u međunarodnome kontekstu možemo uočiti kako podrška sestrama i braći djece s teškoćama nije specifično usmjerena, već općega karaktera te se najčešće materijalizira tek po pojavi teškoća kod sestre/brata, zbog čega je nužno diskurs usmjeriti prema preventivnoj i pravovremenoj identifikaciji i podršci (Hayden i sur., 2019).</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Osim što u nacionalnome kontekstu identitetski marker bivanja sestrom/bratom djeteta s teškoćama ne nalazimo ni u legislativnim ni recentnim obrazovno-političkim dokumentima, ne prepoznajemo ga ni u profesionalnome djelokrugu nijednoga odgojno-obrazovnoga djelatnika (Pravilnik o tjednim radnim obvezama učitelja i stručnih suradnika u osnovnoj školi, 2014), stoga ne čudi da je i neposredan rad s ovom kategorijom učenika još uvijek sporadičan, rijedak i nesustavan. Kakve su njihove potrebe koje bi odgojno-obrazovni sustav trebao prepoznavati i na njih u školskome kontekstu podržavajuće odgovoriti, među čijim bismo ih profesionalnim zadacima očekivali pronalaziti te, konačno, kakvu bi podršku stručni suradnici, formalni nositelji analize, vrednovanja i unapređivanja djelotvornosti odgojno-obrazovnoga rada škole (Pravilnik o tjednim radnim obvezama učitelja i stručnih suradnika u osnovnoj školi, 2014) trebali i mogli ponuditi sestrama i braći djece s teškoćama, izrazito je kompleksan istraživački problem. Ovaj će rad stoga nastojati doprinijeti tek jednome njegovu dijelu, detektiranome manjku nacionalnoga istraživačkoga interesa u vidu izrade prvoga sustavnoga pregleda literature. Sustavni je pregled istraživačka metoda koja se poduzima prije konkretnih empirijskih istraživanja (Xiao i Watson, 2019), a koju se smatra izvrsnim alatom za precizno i pouzdano sumiranje dostupnih znanstvenih nalaza te povećanje valjanosti postojećega znanja o temi istraživanja (Gupta i sur., 2018).</span>

**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;"> </span>**

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**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Metoda</span>**

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Cilj je ovoga rada, dakle, bila izrada prvoga sustavnoga pregleda literature domaćih izvora koji tematiziraju sestre i braću djece s teškoćama pri čemu su postavljena sljedeća dva istraživačka pitanja:</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Na koji su način sestre i braća djece s teškoćama tematizirani u domaćemu istraživačkome prostoru?</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Na koji je način predstavljena uloga odgojno-obrazovnih ustanova u radu sa sestrama i braćom djece s teškoćama?</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"><span style="mso-spacerun: yes;"> </span></span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Metodom sustavnoga pregleda literature odgovori na istraživačka pitanja traže se u već provedenim empirijskim istraživanjima, pri čemu je proces odgovaranja na postavljena pitanja definiran kriterijima uključivanja i isključivanja literature (i)relevantne za istraživačko pitanje te pažljivim oblikovanjem i provedbom protokola sustavnoga pregleda literature (Xiao i Watson, 2019). U oblikovanju protokola pažljivo se slijedilo sljedeće korake: formuliranje istraživačkoga cilja i izrada istraživačke procedure, pretraživanje i *screening* literature za uključivanje u uzorak, ekstrakcija podataka iz uzorka literature te analiza podataka i izvještavanje o nalazima.</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Koristeći metodu analize sadržaja (Hsieh i Shannon, 2005), analizirani su znanstveni, pregledni i stručni radovi objavljeni u domaćim časopisima u otvorenome pristupu. Važno je naglasiti kako u domaćemu izdavaštvu dominira dijamantni otvoreni pristup pri čemu tek 30 (oko 7.5 %) časopisa imaju naknadu za obradu, odnosno objavu članka, a tek šačica njih zatvoreni pristup (Melinščak Zlodi, 2023). S obzirom na odabrani fokus na domaća empirijska istraživanja, kao reprezentativni izvor podataka za istraživanja poput ovoga odabran je Portal hrvatskih znanstvenih i stručnih časopisa Hrčak, centralni portal koji na jednome mjestu okuplja hrvatske znanstvene i stručne časopise koji svoje sadržaje nude u otvorenome pristupu. Izabrani portal ne samo da obuhvaća gotovo sve hrvatske znanstvene i znanstveno-stručne časopise (Jokić i Sirotić, 2015), već je i razlogom visoke rangiranosti Hrvatske na listi zemalja s najvišim udjelom istraživačkih članaka objavljenih u otvorenome pristupu (Van Noorden, 2019).</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Međutim, vodeći se autorima poput Nightingale (2009) koja ističe da u odnosu na „dramatično povećanje popularnosti sustavnih pregleda u posljednjih 15 godina postoji sve veći broj objavljenih pregleda u kojima se zaključuje da je identificirana samo jedno istraživanje ili pak da nema istraživanja koja ispunjavaju kriterije uključivanja“ (Nightingale, 2009, str. 383) te da je u ovome sustavnome pregledu literature u pitanju izrazito specifičan istraživački problem s jedne te mali domaći istraživački prostor s druge strane, u analizu su uključeni i završni, diplomski, specijalistički, magistarski i doktorski radovi objavljeni u digitalnim akademskim arhivima i repozitorijima Dabar. Dabar je zbirka koja u digitalnome obliku okuplja, trajno pohranjuje i omogućuje slobodan pristup znanstveno-istraživačkoj, intelektualnoj i kreativnoj produkciji nastaloj radom Sveučilišta u Zagrebu, odnosno njegovih sastavnica, djelatnika i studenata (završni i diplomski radovi studenata, disertacije, preprint radovi, znanstveni i stručni radovi, podaci istraživanja, knjige i nastavni materijali u različitim formatima) (Digitalni akademski arhivi i repozitoriji, 2025). Jezik pretraživanja ograničen je na hrvatski i engleski, dok period objavljivanja nije bio filtriran, već je uključivao sve rezultate do perioda provedbe istraživanja, siječnja 2025. godine. U prvoj su fazi pretraživanja pretraživani naslovi i sažeci istraživanja ključnim riječima, odnosno naredbom: „sestre i braća“, „braća i sestre“, "sisters and brothers", "brothers and sisters" te „siblings“.</span>

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***<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Korpus istraživanja</span>***

<span lang="SK" style="mso-bidi-font-family: Calibri;">Proces sustavnoga pregleda literature (vidi: Slika 1) na portalu Hrčak izdvojio je 19 rezultata na temelju naredbe „sestre i braća“ i „braća i sestre“, 44 rezultata na temelju naredbe "sisters and brothers“ i "brothers and sisters" te 55 rezultata na temelju naredbe "siblings", što je sveukupno 118 radova. Istim je procesom potom u zbirci Dabar izdvojeno 57 rezultata na temelju naredbe „sestre i braća“ i „braća i sestre“, 47 rezultata na temelju naredbe "sisters and brothers“ i "brothers and sisters" te 120 rezultata na temelju naredbe "siblings", što je sveukupno 224 rada. Po izradi popisa pronađenih referenci slijeđeni su preporučeni koraci u procesu njihova probira PRISMA grupe (Page i sur., 2021) tako da su u fazi identifikacije najprije uklonjeni radovi koji se dvostruko pojavljuju, koji nisu publicirani na hrvatskome i engleskome jeziku te koji su bili nedostupni, a potom su u fazi selekcije pregledani naslovi, ključne riječi i sažeci kako bi se potvrdilo da radovi odgovaraju postavljenim kriterijima pretrage.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Za kontekst uloge odgojno-obrazovnih ustanova u radu sa sestrama i braćom djece s teškoćama pretraživana su područja Društvenih znanosti te Interdisciplinarnih područja znanosti, pri čemu su unutar navedena dva područja radovi koji pripadaju poljima Ekonomije, Informacijskih i komunikacijskih znanosti, Kineziologija, Prava i Sociologije predstavljali isključujući kriterij (n = 56). Ipak, i u (prema podjelama u korištenome portalu i zbirci) preostalim je poljima Psihologije, Socijalnih djelatnosti, Edukacijsko-rehabilitacijskih znanosti, Pedagogije i Logopedije bio izraziti broj radova irelevantnoga fokusa (n = 186). Primjerice, radovi su se s jedne strane primarno bavili općom populacijom sestara i braće u općemu smislu (najčešće medicinskome, psihologijskome i religijskome), a ne specifičnom populacijom sestara i braće djece s teškoćama ili su pak tematizirali populaciju sestara i braće u kontekstu obitelji. Kao neke od primjera obiju kategorija može se izdvojiti, primjerice, odnose sestara i braće u alternativnoj skrbi, odrastanje sestara i braće u dvojezičnoj obitelji, slobodno vrijeme obitelji djeteta s teškoćama (isključivo) iz perspektive majki, nasilničko ponašanje maloljetnika prema roditeljima i sestrama i braći itd. S obzirom na to da je sustavni pregled literature metoda koja odgovore na istraživačka pitanja traži u već provedenim empirijskim istraživanjima (Gupta i sur., 2018), u sljedećemu su koraku isključeni radovi koji su bili neempirijskoga karaktera (n = 15), dok je posljednji korak ove faze Selekcije predstavljao čitanje radova u cijelosti kako bi se potvrdilo odgovaraju li zaista svim kriterijima uključivanja, odnosno mogu li ostati dijelom korpusa. Ovaj je ekstenzivni proces naposljetku rezultirao izdvajanjem 11 radova koji su odgovarali na sve kriterije uključivanja.</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Kako je za iscrpljivanje potencijalno relevantne literature važno koristiti različite metode pretraživanja, kao kontrolni izvor za eventualnu detekciju najnovijih istraživanja koja još nisu u moderiranim bazama podataka (Vučković Juroš, 2017), ali i za kontrolnu pretragu identificiranih izvora korišten je CroRIS, baza podataka Hrvatske znanstvene bibliografije. Razlog odabira CroRIS-a bio je dvojak: s jedne je strane u pitanju baza koja sadrži podatke o više od 520.000 radova hrvatskih znanstvenika (O Hrvatskoj znanstvenoj bibliografiji – CROSBI, 2025), a s druge razmjenjuje podatke s brojnim informacijskim sustavima, bazama podataka, digitalnim arhivima i repozitorijima uključujući i Google Znalac koji kao kontrolni izvor preporučuju skupine autora poput Lefebvre i sur. (2008). Takvom je pretragom izdvojeno ukupno šest radova (dva znanstvena i dva stručna rada, jedan doktorski i jedan diplomski rad), no u finalni su korpus uključena samo potonja dva rada radi svojega empirijskoga karaktera. Finalni je korpus ovoga sustavnoga pregleda naposljetku činilo 13 radova. U odnosu na metodološki okvir, 11 je kvalitativnih, jedan kvantitativni te jedan mješoviti istraživački pristup. Dominantna metoda prikupljanja podataka bili su intervjui, točnije u jednome su radu korištene skala i intervju, u jednome skale i upitnici te su u jednome provedene i evaluirane radionice. Prema istraživačkoj provenijenciji radovi pripadaju poljima edukacijske rehabilitacije, socijalnoga rada i psihologije. Najstariji su radovi korpusa objavljeni 2007., a najnoviji 2024. godine te su dominantno na hrvatskome jeziku, odnosno tek jedan na engleskome jeziku.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;"> </span>

**<span style="font-size: 11.0pt; line-height: 200%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-ansi-language: HR; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">  
</span>**

**<span lang="SK" style="mso-bidi-font-family: Calibri;">Slika 1</span>**

*<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Dijagram tijeka selekcije radova</span>*

[![image.png](https://hub.ufzg.hr/uploads/images/gallery/2025-05/scaled-1680-/y0jimage.png)](https://hub.ufzg.hr/uploads/images/gallery/2025-05/y0jimage.png)

<span lang="SK" style="mso-bidi-font-family: Calibri;">Radi pouzdanosti interpretacije nalaza istraživačice (Butler i sur., 2016), cjeloviti je definirani finalni korpus prikazan u Tablici 1 (pri čemu je autorica činila minimalne intervencije u opisu ondje zastupljenih kategorija, tj. korištena je terminologija zastupljena u samim radovima). U nastavku će se teksta, preglednosti radi, pri referiranju na pojedine radove koristiti upravo ondje navedene pridodane numeracije. Posljednja će se opaska u vezi formiranja korpusa odnositi na već spomenute autore poput Nightingale (2009) koji, u slučaju manjega broja radova koje je moguće uključiti u sustavni pregled, zagovaraju dodavanje i konferencijskih sažetaka kao validnih izvora. Takvo zagovaranje, međutim (neovisno o tome što je takvo pretraživanje u CroRIS-u izdvojilo dva sažetka koja su tematizirala za ovaj rad potencijalno relevantna empirijska istraživanja), nije uvaženo jer nije bilo poznato jesu li autori naknadno ikada objavili rad u cijelosti, je li iz istih podataka potencijalno proizišlo više istraživanja (La Paro i Pianta, 2000, prema Suri, 2020) te pretpostavke o različitim razinama kvalitete recenzentskih postupaka u konferencijskim knjigama sažetaka (Lefebvre i sur., 2008) u odnosu na preostale korištene izvore.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;"> </span>

**<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Tablica 1</span>**

*<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Pregled uključenih radova</span>*

<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-istra%C5%BEivanje-sudioni" style="border-collapse: collapse; border: none; width: 100.063%;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top">**<span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Istraživanje</span>**

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top">**<span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Sudionici</span>**

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top">**<span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Prikupljanje podataka</span>**

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top">**<span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Cilj istraživanja</span>**

</td></tr><tr style="mso-yfti-irow: 1;"><td colspan="4" style="border-top: none; border-right: none; border-left: none; border-image: initial; border-bottom: 1pt solid rgb(127, 127, 127); padding: 0cm 5.4pt; width: 100.063%;" valign="top">**<span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Hrčak</span>**

</td></tr><tr style="mso-yfti-irow: 2;"><td style="border: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[1\] Buljevac, M. i Leutar, Z. (2017). „Nekad su mi znali reći da nisam bolja od svog sina“ - stigma obitelji temeljem intelektualnih teškoća člana obitelji. *Hrvatska revija za rehabilitacijska istraživanja, 53*(2), 17–31. [https://doi.org/10.31299/hrri.53.2.2](https://doi.org/10.31299/hrri.53.2.2) </span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">10 majki, 3 oca, 2 sestre, 5 braće, 1 baka i 1 djed (najniža dob svih kategorija sudionika je 24 godine)</span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">intervju</span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">dobiti uvid u perspektive članova uže obitelji osoba s različitim stupnjem intelektualnih teškoća o stigmi obitelji temeljem intelektualnih teškoća</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[2\] Hinek, S. i Tokić Milaković, A. (2019). Odrastanje s bratom s poremećajem iz autističnog spektra: perspektiva braće i sestara. *Hrvatska revija za rehabilitacijska istraživanja, 55*(1), 1–12. [https://doi.org/10.31299/hrri.55.1.1](https://doi.org/10.31299/hrri.55.1.1) </span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">6 sestara i braće u dobi od 21 do 44 godine</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">intervju</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">istražiti iskustva sestara i braće s poremećajem iz autističnoga spektra te njihovu percepciju dobivene i potrebne podrške</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td colspan="4" style="border: none; padding: 0cm 5.4pt; width: 100.063%;" valign="top">**<span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Dabar</span>**

</td></tr><tr style="mso-yfti-irow: 5;"><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[3\] Pažin, S. (2024). *Stres kod braće i sestara djece oboljele od raka.* \[Diplomski rad\]. Zagreb: Edukacijsko-rehabilitacijski fakultet, Sveučilište u Zagrebu. Preuzeto s [https://urn.nsk.hr/urn:nbn:hr:158:421262](https://urn.nsk.hr/urn:nbn:hr:158:421262) </span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">28 sestara i braće u dobi od 8 do 17 godina</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">skala i intervju</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">ispitati izazove s kojima se susreću sestre i braća djece oboljele od raka te pojavu stresa kod njih zbog tih izazova</span>

</td></tr><tr style="mso-yfti-irow: 6;"><td style="border: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[4\] Kučina, N. (2023). *Iskustva društvenih odnosa braće i sestara osoba s poremećajem iz autističnog spektra: kvalitativno istraživanje.* \[Završni rad\]. Zadar: Sveučilište u Zadru. Preuzeto s [https://urn.nsk.hr/urn:nbn:hr:162:281704](https://urn.nsk.hr/urn:nbn:hr:162:281704) </span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">8 sestara i braće u dobi od 20 do 25 godina</span>

<span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;"> </span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">intervju</span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">dobiti dublji uvid u iskustva društvenih odnosa osoba koje su odrasle sestrom ili bratom s poremećajem iz autističnoga spektra</span>

</td></tr><tr style="mso-yfti-irow: 7;"><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[5\] Jurić, T. (2023). *Iskustva obiteljskih odnosa braće i sestara osoba s poremećajem iz autističnog spektra: kvalitativno istraživanje.* \[Završni rad\]. Zadar: Sveučilište u Zadru. Preuzeto s [https://urn.nsk.hr/urn:nbn:hr:162:457594](https://urn.nsk.hr/urn:nbn:hr:162:457594) </span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">8 sestara i braće u dobi od 21 do 24 godine</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">intervju</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">ispitati iskustva obiteljskih odnosa iz perspektive mladih osoba tipičnoga razvoja koje su odrastale sa sestrom ili bratom s poremećajem iz autističnoga spektra</span>

</td></tr><tr style="mso-yfti-irow: 8;"><td style="border: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[6\] Fajtović, H. (2023). *Doprinos odnosa sestara i braće s osobama s autizmom na odnos s roditeljima.* \[Diplomski rad\]. Zagreb: Edukacijsko-rehabilitacijski fakultet, Sveučilište u Zagrebu. Preuzeto s [https://urn.nsk.hr/urn:nbn:hr:158:893076](https://urn.nsk.hr/urn:nbn:hr:158:893076) </span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">5 sestara i braće stariji od 18 godina</span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">intervju</span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">opisati međusobni odnos sestara i braće i osoba a s autizmom uvažavajući perspektivu sestara i braće te uvidjeti kako je to iskustvo doprinijelo njihovom odnosu s roditeljima</span>

</td></tr><tr style="mso-yfti-irow: 9;"><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[7\] Pintarić, M. (2022). *Doprinos autizma na obitelj i iskustvo obiteljske podrške iz perspektive sestara i braće.* \[Diplomski rad\]. Zagreb: Edukacijsko-rehabilitacijski fakultet, Sveučilište u Zagrebu. Preuzeto s [https://urn.nsk.hr/urn:nbn:hr:158:904839](https://urn.nsk.hr/urn:nbn:hr:158:904839) </span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">5 sestara i braće stariji od 18 godina</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">intervju</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">prikazati različita iskustva obiteljske podrške iz perspektive sestara i braće odraslih osoba s poremećajem iz autističnoga spektra</span>

</td></tr><tr style="mso-yfti-irow: 10;"><td style="border: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[8\] Grgić, A. (2022). *Kvaliteta života braće i sestara djeteta s leukemijom.* \[Diplomski rad\]. Zagreb: Edukacijsko-rehabilitacijski fakultet, Sveučilište u Zagrebu. Preuzeto s [https://urn.nsk.hr/urn:nbn:hr:158:572588](https://urn.nsk.hr/urn:nbn:hr:158:572588) </span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">1 sestra u dobi od 14 i 1 brat u dobi od 12 godina</span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">intervju</span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">dobiti uvid u doživljaj dijagnoze te način suočavanja i nošenja s dijagnozom sestre/brata</span>

</td></tr><tr style="mso-yfti-irow: 11;"><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[9\] Florjanić, L. (2019). *Osnaživanje i informiranje sestara i braće djece s teškoćama u razvoju.* \[Diplomski rad\]. Zagreb: Edukacijsko-rehabilitacijski fakultet, Sveučilište u Zagrebu. Preuzeto s [https://urn.nsk.hr/urn:nbn:hr:158:216737](https://urn.nsk.hr/urn:nbn:hr:158:216737) </span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">1 sestra i 2 brata dobi od 8 do 10 godina</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">radionica</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">prikazati provedbu i dobiti uvid u doprinos programa za osnaživanje i informiranje sestara i braće djece s teškoćama u razvoju</span>

</td></tr><tr style="mso-yfti-irow: 12;"><td style="border: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[10\] Hinek, S. (2017). *Suživot s osobama kojima je dijagnosticiran poremećaj iz autističnog spektra: iskustva braće i sestara.* \[Diplomski rad\]. Zagreb: Pravni fakultet, Sveučilište u Zagrebu.</span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">6 sestara i braće u dobi od 21 do 44 godine</span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">intervju</span>

</td><td style="border: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">dobiti uvid u iskustva sestara i braće o suživotu s osobama s poremećajem iz autističnoga spektra</span>

</td></tr><tr style="mso-yfti-irow: 13;"><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[11\] Malenica, I. (2017). *Iskustva braće i sestara osoba s poremećajem iz spektra autizma.* \[Diplomski rad\]. Zagreb: Edukacijsko-rehabilitacijski fakultet, Sveučilište u Zagrebu. Preuzeto s [https://urn.nsk.hr/urn:nbn:hr:158:309388](https://urn.nsk.hr/urn:nbn:hr:158:309388) </span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">6 sestara u dobi od 20 do 29 godina</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">intervju</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">dobiti uvid u iskustva sestara i braće osoba s poremećajem iz autističnoga spektra</span>

</td></tr><tr style="mso-yfti-irow: 14;"><td colspan="4" style="border: none; padding: 0cm 5.4pt; width: 100.063%;" valign="top">**<span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">CroRIS</span>**

</td></tr><tr style="mso-yfti-irow: 15;"><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[12\] Novaković, N. (2014). *Odnos braće i sestara prema djetetu s malignim oboljenjem.* \[Diplomski rad\]. Zagreb: Edukacijsko-rehabilitacijski fakultet, Sveučilište u Zagrebu.</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">1 sestra u dobi od 23 godine</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">intervju</span>

</td><td style="border-top: 1pt solid rgb(127, 127, 127); border-left: none; border-bottom: 1pt solid rgb(127, 127, 127); border-right: none; padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">dobiti uvid u perspektivu odnosa između sestara i braće osoba oboljelih od malignih bolesti</span>

</td></tr><tr style="mso-yfti-irow: 16; mso-yfti-lastrow: yes;"><td style="border-top: none; border-right: none; border-left: none; border-image: initial; border-bottom: 1pt solid rgb(127, 127, 127); padding: 0cm 5.4pt; width: 30.5573%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[13\] Wagner Jakab, A. (2007). *Samopoimanje i obiteljska klima braće i sestara djece s posebnim potrebama.* \[Doktorski rad\]. Zagreb: Edukacijsko-rehabilitacijski fakultet, Sveučilište u Zagrebu.</span>

</td><td style="border-top: none; border-right: none; border-left: none; border-image: initial; border-bottom: 1pt solid rgb(127, 127, 127); padding: 0cm 5.4pt; width: 22.4826%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">48 sestara i braće podijeljenih u parove (24 sestara i braće tipične djece i 24 sestara i braće djece sa specifičnim teškoćama učenja i/ili poremećajem aktivnosti i pažnje) u dobi od 10 do 18 godina</span>

</td><td style="border-top: none; border-right: none; border-left: none; border-image: initial; border-bottom: 1pt solid rgb(127, 127, 127); padding: 0cm 5.4pt; width: 15.8309%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">skale i upitnici</span>

</td><td style="border-top: none; border-right: none; border-left: none; border-image: initial; border-bottom: 1pt solid rgb(127, 127, 127); padding: 0cm 5.4pt; width: 31.1925%;" valign="top"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">ustanoviti ima li statistički značajnih razlika između procjena samopoimanja i procjena dimenzija klime u obitelji između navedenih parova sestara i braće te postoji li povezanost između samopoimanja, stavova prema značajnim drugima i obiteljske okoline te između obiteljske klime i nekih socio-demografskih varijabli</span>

</td></tr></tbody></table>

*<span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Napomene</span>*<span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">. Izvori Hinek (2017), Novaković (2017) i Wagner Jakab (2007) nisu bili dostupni u cijelosti stoga je zatražen pristup preko knjižničnih usluga konkretne institucije i autorica, a što je razlog izostavljanja podatka „Preuzeto s“. Brojčane oznake ispred izvora koristit će se kao navodi primjera rezultata u poglavlju Rasprava.</span>

<span style="font-size: 10.0pt; line-height: 200%; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"> </span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Po finaliziranju korpusa uslijedila je induktivna kvalitativna analiza sadržaja poglavlja Rezultati svih uključenih radova. S obzirom na to da je riječ o metodi koja se preporučuje za opisivanje i proširivanje znanja o temama koje su ili nedovoljno (Hsieh i Shannon, 2005) ili tek fragmentirano istražene (Elo i Kyngäs, 2008), u potpunosti je prikladna za nastavak rada na sustavnome pregledu. Postupak analize započeo je čitanjem rezultata istraživanja u nekoliko iteracija (Vears i Gillam, 2022) nakon čega je uslijedio postupak kodiranja. On je podrazumijevao nove iteracije čitanja, vođenje bilješki o početnim interpretacijama, sortiranje bilješki u kodove, kodova u kategorije te potom u odgovore na istraživačka pitanja, sve dok nije procijenjeno da je na prikladan način obuhvaćen sukus sadržaja izvora (Brod i sur., 2009). Zaključno je potrebno napomenuti da su, u slučajevima kada su podaci jednoga izvora bili korišteni za pisanje dodatnoga rada (kao što je u ovome slučaju primjer diplomskoga rada \[10\] koji je kasnije objavljen kao članak \[2\], u sustavni pregled bila uključena oba rada, ali se rezultati analize nisu duplicirali (drugim riječima, navođeni su primjeri isključivo članka \[2\]).</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"> </span>

**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Rezultati i rasprava</span>**

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Rezultati su predstavljeni u odnosu na postavljena istraživačka pitanja, a to su načini tematiziranja sestara i braća djece s teškoćama u domaćemu istraživačkome prostoru te uloga odgojno-obrazovnih ustanova u radu sa sestrama i braćom djece s teškoćama. U kontekstu načina tematiziranja sestara i braće djece s teškoćama definirano je šest kategorija: specifičnosti odrastanja sa sestrom ili bratom s teškoćama, socijalni odnosi, obiteljski odnosi, kvaliteta života, samopoimanje i podrška, a čiju podrobniju analizu donosimo u nastavku teksta.</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"> </span>

1. ***<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Tematiziranje sestara i braće djece s teškoćama</span>***

***<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;"> </span>***

***<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;"><span style="mso-list: Ignore;">1.1.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span>******<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Specifičnosti odrastanja sa sestrom/bratom s teškoćama</span>***

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Specifičnosti odrastanja sa sestrom ili bratom s teškoćama očekivano je najtematiziranija kategorija analiziranih istraživanja. Sudionici pritom vrlo otvoreno navode i pozitivne i negativne osjećaje prema činjenici bivanja sestrom/bratom djeteta s teškoćama. Kao neke od primjera pozitivnih osjećaja izdvaja se ljubav \[2\]\[6\], privrženost \[6\], međusobno uvažavanje \[6\], maženje \[2\], sreća i zabava \[2\]. Međutim, negativni osjećaji ipak snažno dominiraju. Najčešće su iskazivani osjećaji neugodnosti/srama \[2\]\[9\]\[11\], ignoriranja \[2\], zanemarivanja \[3\]\[7\]\[11\], usamljenosti \[1\] \[12\], ljutnje, frustracije i bijesa \[1\]\[2\]\[6\]\[9\], povrijeđenosti \[1\], tuge \[2\]\[3\]\[4\]\[6\], straha od neizvjesnosti \[2\]\[3\]\[7\]\[11\], zabrinutosti \[9\], bespomoćnosti \[2\]\[3\], iscrpljenosti \[2\] , krivnje \[3\] i ljubomore \[3\]\[6\]. Zanimljivo je pritom spomenuti kako sudionici, nakon iskazivanja potencijalno poželjnoga odgovora generalno dobroga nošenja sa specifičnostima odrastanja, na kasnijim mjestima otkrivaju kako su neke prethodno opisivane situacije za njih ipak bile teške \[2\]. Nadalje se primijećuje dvojako shvaćanje osjećaja krivnje sestre/brata djeteta s teškoćama: što nisu zaštitili svoju sestru/brata ili kada su ljuti na sestru/brata koji se liječi \[3\]. Različitost poimanja osjećaja straha čak je i raslojenija i to na, osim na gore izdvojen strah od neizvjesnosti od budućnosti, strah od agresije sestre/brata \[6\], smrti sestre/brata \[9\] te ismijavanja radi sestre/brata \[9\]\[11\]. </span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"> </span>

***<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;"><span style="mso-list: Ignore;">1.2.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span>******<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Socijalni odnosi</span>***

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Kategoriji socijalnih odnosa najprije su pridruženi kodovi i podkategorije koje su tematizirale specifičnosti odnosa s okolinom poput neugodnosti u javnosti i teškoće objašnjavanja stanja sestre/brata drugima \[2\]\[3\]\[4\] te prikrivanje emocija \[8\]. Neugodnost objašnjavanja sudionici ujedno navode i kao razlog smanjivanja intenziteta ili prekidanja bavljenja aktivnostima i hobijima nakon dobivanja dijagnoze sestre/brata \[3\]. Kao posljedica smanjivanja intenziteta susreta, očekivano je zastupljena želja za druženjem te usamljenost, međutim ipak prevladava strah od nerazumijevanja, neprihvaćanja i odbacivanja koji rezultira zadržavanjem informacija o obiteljskoj situaciji za sebe i držanje ljudi na distanci \[4\]. Dio iskaza progovara i o sažalijevanju i omalovažavanju zbog sestre/brata s teškoćama, ali i postupnoj izolaciji obitelji od ostalih članova društva radi osjećaja nepoželjnosti \[1\]. O negativnim se iskustvima socijalnih odnosa progovara i u vidu komentara okoline o sestri/bratu s teškoćama \[9\], ogovaranja, zadirkivanja i ruganja \[4\]\[5\]\[8\], vrijeđanja i ponižavanje \[1\], etiketiranja i stigmatiziranja (cijela obitelj poimana isključivo kroz člana obitelji s intelektualnim teškoćama)</span> <span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">\[1\] te odbacivanja \[5\]. Povezanost socijalne prihvaćenosti sestara/braće djece s teškoćama u jednome od analiziranih istraživanja pokazuje pozitivnu korelaciju sa školskom kompetentnosti (zbog čega ćemo joj se više posvetiti u drugome istraživačkome pitanju), dok povezanost socijalnoga prihvaćanja i obiteljskih odnosa, o kojima će biti riječi u sljedećemu poglavlju, nije potvrđena \[13\].</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"> </span>

***<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;"><span style="mso-list: Ignore;">1.3.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span>******<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Obiteljski odnosi</span>***

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">U kategoriji obiteljskih odnosa ističu se potkategorije odnosa sa sestrom/bratom, roditeljima te u manjoj mjeri rodbinom. Odnosi sa sestrom/bratom dominantno se opisuju kroz pozitivne kodove zajedničkih aktivnosti \[2\]\[5\]\[6\], zauzimanja zaštitničke uloge prema sestri/bratu s teškoćama \[12\], manjka prijetvornosti i zajedljivosti, sklonosti dijeljenju, izostanka uobičajenoga rivalstva te posebnoga osjećaja bliskosti i privrženosti \[2\]. Međutim, ekstenzivno se spominju i negativni kodovi poput oskudne komunikacije \[2\]\[5\], izloženosti nepoželjnim oblicima ponašanja sestre/brata s teškoćama \[2\], ambivalentnih osjećaja prema sestri/bratu s teškoćama i površnoga odnosa s njima \[5\]\[11\], izostanka zajedničke igre zbog različitih razina kognitivnoga razvoja \[11\] te želje za napretkom i odvojenim životom koja je usporavana zbog sestrine/bratove teškoće \[11\]. Značajnim se kodom pokazalo i preuzimanje brige o kućanskim poslovima \[3\] te nametanje preuzimanja skrbi za sestru/brata s teškoćama (s kojom roditelji računaju) \[1\]\[2\].</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Odnosi s roditeljima najčešće se opisuju negativnim kodovima poput promjene obiteljske dinamike \[3\]\[5\]\[11\], kompleksnih odnosa u adolescenciji \[6\], povećane brige oko sestre/brata s teškoćama \[5\], neprihvatljivih postupaka roditelja (agresivno ponašanje i/ili prebacivanje krivnje na sestru/brata tipičnoga razvoja \[5\], posebno očeva \[11\], rjeđega provođenja zajedničkoga vremena u odrasloj dobi \[6\], pri čemu se kao najučestaliji kod jasno ističe osjećaj zanemarenosti i nedostatka roditeljske pažnje \[3\]\[5\]\[6\]\[7\]. Ipak, evidentirani su i pozitivni kodovi odnosa s roditeljima, primjerice intenzivnije zbližavanje između roditelja i djece \[3\]\[7\], veća sloboda sestre/brata tipičnoga razvoja tijekom odrastanja \[3\] i, neovisno o rjeđim zajedničkim trenucima, opće poboljšanje odnosa s roditeljima u odrasloj dobi \[6\]\[11\]. U usporedbi s tipičnim obiteljima, obitelji sestara/braće djece s teškoćama, očekivano, u manjoj mjeri tendiraju neovisnosti i aktivnoj orijentaciji \[13\]. Na kraju treba spomenuti kako su tek u jednome članku spomenuti rodbinski odnosi, međutim isključivo u negativnome kontekstu razočaranosti i raskidanja istih \[12\], stoga će ih se ponovno spomenuti kod teme podrške.</span>

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***<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;"><span style="mso-list: Ignore;">1.4.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span>******<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Kvaliteta života</span>***

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Preuzimanje skrbi za sestru/brata s teškoćama koja je neposredno spomenuta u kategoriji Socijalnih odnosa, zastupljena je i u sljedećoj generiranoj kategoriji, kategoriji kvalitete života \[1\]\[8\]. S njome su najuže povezani kodovi nedostatka razumijevanja, (ne)pravedne podjele brige oko kućanskih poslova i samostalnosti u obavljanju aktivnosti svakodnevnoga života, ali ju se može usko povezati i s drugim negativno usmjerenim kodovima poput promjene dnevnih rutina, odsutnosti i nemogućnosti provođenja vremena i komunikacije s (najčešće) majkom \[8\]. O tako narušenoj kvaliteti života govore i kodovi o početnim teškoćama i neiskustvu roditelja te različitome stupnju međusobne podrške koja je dovodila do destabilizacije obitelji \[5\], no naglašava se da su se stabilnost i obiteljska kohezija ponovno normalizirali s prolaskom vremena i iskustvom. Zanimljivo je da se tek u jednome članku spominje nemogućnost zajedničkoga, obiteljskoga provođenja slobodnoga vremena obitelji i teškoće u organizaciji istoga \[7\] te da se spominjanje glazbe ili sportskih aktivnosti dominantno odnosi na pojedinačne osobe u obitelji koji slobodne aktivnosti navode kao mehanizme olakšavanja nošenja s dijagnozom sestre/brata s teškoćama \[8\]. U skladu s potonjim rezultatom, nužno je podsjetiti da je u prethodnim kategorijama izdvojen rezultat o smanjivanju intenziteta ili prekidanja bavljenja aktivnostima i hobijima nakon dobivanja dijagnoze sestre/brata \[3\] o kojemu bi, dakle, trebalo dvostruko voditi računa.</span>

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***<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;"><span style="mso-list: Ignore;">1.5.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span>******<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Samopoimanje</span>***

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Sljedeća se generirana kategorija odnosila na samopoimanje sestre/brata djeteta s teškoćama koja je u manjoj mjeri bila zastupljena u analizi. Pretpostavka je da je razlog tomu davanje ekstenzivnih odgovora sudionika o specifičnostima odrastanja i osjećajima sestara i braće djece s teškoćama, a koji su doveli do sadašnjega koncepta samopoimanja. Kao najistaknutiji kod ističe se doživljeni utjecaj sestrine/bratove teškoće na vlastitu osobnost. Iskazi govore da se u</span> <span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">odnosu na vršnjake procjenjuju samostalnijima \[8\]\[11\]\[12\], odgovornijima i savjesnijima \[2\]\[5\]\[8\]\[12\], zahvalnijima \[6\]\[8\]\[12\], da imaju višu razinu razumijevanja i empatije \[2\]\[5\]\[6\], sklonijima prosocijalnome ponašanju i volontiranju \[2\]\[11\], sklonijima razumijevanju za druge ljude te motiviranijima za uspjeh</span> <span style="text-indent: 35.4pt;">\[2\]. Jedno od istraživanja, međutim, takve pozitivno percipirane osobne karakteristike dovodi u odnos s negativnim utjecajem na psihičko zdravlje sudionice i odluke za neimanjem djece \[5\]. Kao najizrazitije negativne kodove samopoimanja navodi se ranije sazrijevanje \[6\]\[8\]\[12\] i „gubitak“ djetinjstva \[6\].</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Istraživanje koje u najvećoj mjeri tematizira kategoriju samopoimanja jest, očekivano, doktorski rad na temu samopoimanja sestara i braće \[13\] koji ističe statistički značajnu razliku u samopoimanju školske kompetentnosti sestara i braće djece s teškoćama u odnosu na tipične učenike. Iako se statistička značajnost između promatranih dviju skupina nije pokazala u odnosu prema značajnim drugima, zanimljivo je istaknuti kako sestre/braća djece s teškoćama članove obitelji procjenjuju boljima od razreda i učitelja. U odnosu na izrazito različite obiteljske odnose i dinamike, odgojno-obrazovna ustanova bi sestrama/braći djece s teškoćama trebala pružiti osjećaj sigurnoga, stabilnoga i ugodnoga mjesta. </span>

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***<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;"><span style="mso-list: Ignore;">1.6.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span>******<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Podrška</span>***

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Unutar kategorije podrške najprije razlikujemo iskaze o dobivenoj i izostaloj podršci, a potom i podršci promatranoj na nekoliko razina/izvora (prijatelja, obitelji, šire obitelji/rodbine, okoline i privatno angažiranih stručnjaka). Najtematiziranija je svakako potkategorija podrške prijatelja koja se gotovo uvijek odnosi na njihov manji broj, odnosno ograničavanje na bliske prijatelje \[2\] \[3\]\[4\]\[8\]\[9\]. Sugestivno je, međutim, da analizirana istraživanja pritom govore o dobivanju podrške tek kada bi ju sestre/braća zatražili, odnosno da su i dalje bili općenitoga stava da ih se (u odnosu na sestru/brata s teškoćama ili roditelje) izostavlja iz konteksta poimanja potrebe za podrškom \[3\]. Navedeno pokazuje i stav sestre/brata da ih se, za razliku od redovitih pitanja u vezi sestre/brata s teškoćama, vrlo rijetko pita kako su oni \[3\]. U vezi podrške prijatelja pažnju privlači i istraživanje koje navodi da se izostanak upravo ovoga izvora (a ne, primjerice, roditeljske) podrške dovodi u direktnu vezu s osjećajem tuge \[4\].</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Podrška na razini obitelji najčešće se poima kroz stvaranje osjećaja sigurnosti, zajedništva i smanjenja brige za budućnost \[4\]. Slično se tematizira i podrška šire obitelji/rodbine koja se opisuje financijskom, instrumentalnom, ali i emocionalnom \[2\]\[4\]\[7\]\[9\] pri čemu se najčešće spominju bake i djedovi. Zanimljivo je da su u jednome istraživanju iskazi snažno isticali zamjeranje izostanka podrške upravo bakama i djedovima \[12\]. Nadalje, tek jedno istraživanje izdvaja podršku privatno angažiranoga psihologa kojega je posjećivala sestra/brat te spominje, ali i ne elaborira podršku okoline \[5\]. Slično je i s istraživanjem koje kao jedino spominje pohađanje radionica za sestre/braću i upoznavanje vršnjaka koji imaju sestru/brata s teškoćama \[9\]. Kao najdrastičniji primjer istraživanja u odnosu na kategoriju podrške izdvaja se istraživanje u okviru kojega iskazi sudionika govore o s jedne strane potpunome izostanku bilo kakvoga oblika formalne podrške govori te s druge o podijeljenim stavovima o potrebi ciljane formalne podrške sestrama i braći (tek trećina sudionika bili zagovornici) \[2\]. Kao moguće oblike takve podrške spomenuli su osobu izvan obitelji s kojom bi mogli razgovarati, susret s drugim sestrama i braćom koji imaju sestru/brata s teškoćama, sudjelovanje u grupama podrške te dobivanje prikladnih informacija o teškoći sestre/brata. Kao spomenuta osoba izvan obitelji izdvaja se kod psihološke savjetodavne podrške za koju sudionici smatraju da bi ju trebao inicirati liječnik \[12\]. Zaključno će se, kao prijelaz prema drugome istraživačkome pitanju ove analize sadržaja, izdvojiti zanimljiv kod koji govori da se u odnosu na školske obveze spominje izostanak podrške/pomoći isključivo majki \[8\].</span>

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2. ***<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Uloga odgojno-obrazovnih ustanova u radu sa sestrama i braćom djece s teškoćama</span>***

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">U analizi drugoga istraživačkoga pitanja, inicijalno je potrebno istaknuti kako su kodovi koji su se odnosili na konkretnu ulogu odgojno-obrazovnih ustanova u radu sa sestrama i braćom djece s teškoćama bili minimalno zastupljeni te analiza koja slijedi predstavlja njihov u potpunosti iscrpljeni set. Prvi rezultat koji treba spomenuti jest svakako onaj koji ističe da kada u analiziranim istraživanjima nastavnici u školi jesu bili upoznati s identitetskim markerom bivanja sestrom/bratom djeteta s teškoćama, sudionici su polazili iz perspektive da nisu tražili da im se izlazi ususret, jer se ne vole izdvajati od drugih \[3\]. Ovakav je stav duboko diskutabilan, jer snažno potencira da se svaki oblik prilagodbi odgojno-obrazovnoga procesa nužno poima neetičnim, a potom i da su ga sestre i braća potencijalno usvojili na temelju prethodnih negativnih iskustava. S druge se strane, u istome izvoru o upoznatosti govori i iz perspektive zamjeranja, između ostaloga, učiteljima, jer više brinu i češće pitaju za sestru/brata nego za njih same. Nadalje, u dvama se izvorima spominju iskustva zadirkivanja suučenika u školskome okruženju radi teškoće sestre/brata \[4, 8\], međutim (iako izostanak takvih informacija u iskazu može biti indikativan) na temelju iskaza sudionika nije moguće zaključivati jesu li uslijedile odgovarajuće reakcije učitelja i stručnih suradnika u radu s razrednom zajednicom.</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Potom je potrebno osvrnuti se i na iskaze o nedolasku roditelja na informativne razgovore i roditeljske sastanke \[5\] i jasno ih definirati kao jedan od potrebnih oblika podrške koje škola u vidu veće prilagodljivosti termina može i treba pružiti roditelju koji ima i dijete s teškoćama. Potrebu prilagodljivosti treba spomenuti i u kontekstu iskaza o povećanoj potrebi za samostalnosti sestara/braće djece s teškoćama s obzirom na nedostupnost i kapacitiranost (često oba) roditelja u odnosu na izostanak eventualno potrebne pomoći u izvršavanju školskih zadataka \[8\], ali i veću opterećenost kućanskim poslovima koja se odražava i na raspoloživo vrijeme za rješavanje školskih zadataka \[3\]\[8\]\[9\]. Kao najporazniji rezultat, a u kontekstu uloge odgojno-obrazovnih ustanova, ponovno će se izdvojiti istraživanje provedeno sa šest sudionika u kojemu nijedan sudionik nije iskusio nikakav oblik formalne podrške zbog čega se kao moguće oblike istih predlaže razgovor s osobom izvan obiteljskoga konteksta s kojom bi mogli razgovarati, ali i kontakt s drugim sestrama i braćom sličnoga iskustva \[2\], a u čemu kao prvu moguću razinu pružatelja podrške svakako vidimo odgojno-obrazovnu ustanovu. Potrebno je izdvojiti i rezultate koji spominju potrebu skrivanja informacija od nastavnika i prijatelja u razredu o sestri/bratu \[3\]\[8\] što također može govoriti o prethodnim negativnim iskustvima doživljenima u školskome kontekstu i potrebi sustavne senzibilizacije. </span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Iako analizirani u okviru kategorije Samopoimanja, i ovdje je potrebno spomenuti doživljaj manje školske kompetentnosti sestara i braće djece s teškoćama \[13\] koje nužno traži reakciju odgojno-obrazovnoga sustava. Istraživanje, naime, naglašava nužnost senzibiliziranosti i reakcije uklanjanja (ne)svjesnoga pritiska koji sestrama/braći potencijalno nameću roditelji (pri čemu literatura posebno ističe braću (Wagner Jakab, 2007 prema Meyer i Vadasy, 2000)) ili ih sestre/braća nameću sami sebi radi osjećaja nužne samostalnosti te potencijalnoga skretanja roditeljske pažnje na svoje uspjehe \[13\]. U ovome poglavlju ponovno treba spomenuti i posredno povezani rezultat prema kojemu sestre/braća djece s teškoćama članove obitelji procjenjuju boljima od razreda i učitelja. Kao što je već istaknuto te imajući u vidu izrazito različite obiteljske odnose i dinamike, odgojno-obrazovna ustanova bi sestrama/braći djece s teškoćama trebala pružiti osjećaj sigurnoga, stabilnoga i ugodnoga mjesta. Oblici promišljenoga razvoja sustavne formalne podrške i konkretnih oblika neposrednoga rada u poduzetome sustavnome pregledu u poduzetome sustavnome pregledu nisu evidentirani.</span>

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3. ***<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Ograničenja uključenih istraživanja i preporuke za daljnja istraživanja</span>***

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Uvodno želimo naglasiti kako, unatoč tomu što dio istraživanja ističe mali broj sudionika i nemogućnost generalizacije rezultata, autorica to u kvalitativnim istraživanjima (koja dominiraju u poduzetome sustavnome pregledu) ne vidi ograničenjem, već se isključivo usmjerava na slojevito opisivanje životnih priča sudionika (Denzin i Lincoln, 2011) koje jest prisutno. Nadalje, upravo kvalitativnu provenijenciju obuhvaćenih istraživanja vidimo i razlogom najveće zastupljenosti kategorija Specifičnosti odrastanja sa sestrom ili bratom s teškoćama, Obiteljskih odnosa i Podrške. Istraživanja kvantitativnoga ili mješovitoga pristupa bi svakako pridonijela ujednačenoj zastupljenosti kategorija, no među ograničenjima i preporukama za daljnja istraživanja smatramo potrebnim spomenuti tek ujednačenost koja bi se odnosila na karakteristike korpusa istraživanja. Naime, u odnosu na kategoriju teškoća, jasno dominiraju radovi koji se odnose na poremećaje iz spektra autizma. Od ostalih teškoća Orijentacijske liste vrsta i teškoća (Pravilnik o osnovnoškolskom i srednjoškolskom odgoju i obrazovanju učenika s teškoćama u razvoju, 2015), detektirane su intelektualne teškoće, poremećaji aktivnosti i pažnje, specifične teškoće učenja te oštećenja organskih sustava (maligne bolesti, leukemija, rijetke bolesti). Poželjno je stoga prije svega ulagati daljnje napore u istraživanja koja će uključiti perspektivu sestara i braće djece preostalih kategorija teškoća, ali istovremeno i nastojati ublažiti potencijalno započeti diskurs poimanja bivanja sestrom/bratom</span><span lang="SK" style="mso-bidi-font-family: Calibri;"> djeteta s poremećajem iz </span><span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">spektra autizma kao najizazovnijega.</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Potom je nužno osvrnuti se na dob sudionika, s obzirom na to da tek četiri rada govore o sudionicima koji nisu odrasle dobi. Osim što je riječ o izostanku pravovremene podrške, u pitanju je i dodatno ograničenje da je riječ o refleksiji na uspomene koje s vremenom slabe. U skladu je s time potrebno veći naglasak staviti na mlađe sudionike, idealnotipski u smjeru kompleksnijih longitudinalnih istraživanja koje bi se provelo u više različitih vremenskih točaka (primjerice, razredna nastava, predmetna nastava i srednjoškolsko obrazovanje). Kontekstualizacija istraživanja u školskome okruženju svakako bi nadomjestila i primijećenu učestalost slanja poziva na sudjelovanje korisnicima specijaliziranih udruga, što upućuje na to da je u pitanju zainteresiraniji dio kohorte, ali i da je u pitanju dio kohorte koji prethodno jest dobivao neku vrstu podrške.</span>

<span style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">U odnosu na skroman broj detektiranih radova, zaključno smatramo<span style="color: red;"> </span>potrebnim istaknuti i pohvaliti primjer publiciranja diplomskoga rada u koautorstvo s mentoricom \[2\], jer je riječ o izrazito malome broju pripadnika domaće akademske zajednice koji se ovom specifičnom temom bave iz perspektive nekoliko srodnih polja društvenoga područja. S obzirom na to da analizirani radovi potječu iz znanstvenih polja edukacijsko-rehabilitacijskih znanosti, socijalnih djelatnosti i psihologije, da autorica djeluje u polju pedagogije te da u školama Republike Hrvatske još uvijek svjedočimo nepotpunim stručnim timovima (Švegar i sur., 2020), poseban se naglasak stavlja na intenziviranje istraživanja u školskome kontekstu, i to iz perspektive neposrednoga angažmana stručnih suradnika. Na temelju takvih bismo istraživanja mogli dobiti konkretne smjernice za senzibiliziranje, prepoznavanje i odgovaranje na potrebe sestara i braće djece s teškoćama unutar sustava odgoja i obrazovanja te moguće oblike neposrednoga rada koji je dosad bio izrazito sporadičan i nesustavan te izrazito ovisio o senzibilitetu i znanju pojedinih djelatnika.</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"> </span>

**<span style="font-size: 12.0pt; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Zaključci</span>**

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">S obzirom na to da je cilj ovoga rada bila izrada prvoga sustavnoga pregleda literature domaćih izvora koji tematiziraju sestre i braću djece s teškoćama, rezultati (u odnosu na detektirani broj izvora opsegom skromnoga) sustavnoga pregleda ne narušavaju zadovoljstvo napravljenim, već, štoviše, predstavljaju izvrstan pokazatelj koji obvezuje na intenziviranje istraživačkoga fokusa na ovu specifičnu učeničku populaciju, kako bi se pravovremeno prepoznavalo i odgovaralo na njihove specifične potrebe unutar sustava odgoja i obrazovanja. Rezultati analize pokazali su da u okviru prvoga istraživačkoga pitanja dominiraju tri generirane kategorije: Specifičnosti odrastanja sa sestrom ili bratom s teškoćama, Obiteljski odnosi i Podrška. Potonja se kategorija, međutim, dominantno zadržava na razini prijatelja i obitelji, dok su rezultati koji se odnose na konkretnu ulogu odgojno-obrazovnih ustanova u radu sa sestrama i braćom djece s teškoćama, drugo postavljeno istraživačko pitanje, u manjoj mjeri zastupljeni te ne evidentiraju konkretne oblika neposrednoga rada.</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Predstavljeni sustavni pregled stoga treba smatrati metodološki dobro prepoznatim potrebnim znanstvenim doprinosom ovoj nedovoljno zastupljenoj temi te zaključiti osvrtom na one rezultate koji su istaknuli potpuni izostanak podrške, potrebu podrške od osoba izvan krugova obitelji s kojima bi sestra/brat mogli razgovarati te organizaciju susreta s drugim sestrama i braćom koji imaju sestru/brata s teškoćama. Svaki od njih, naime, snažno i višestruko rezonira s ulogom odgojno-obrazovnih ustanova, a radi čije je realizacije najprije potrebno krenuti od senzibilizacije odgojno-obrazovnih djelatnika o potrebama sestara i braće djece s teškoćama, a potom i promišljenoga razvoja sustavne formalne podrške i konkretnih oblika neposrednoga rada.</span>

**<span style="mso-bidi-font-family: Calibri; color: red; mso-ansi-language: HR;"> </span>**

<span style="mso-bookmark: OLE_LINK3;">**<span style="font-size: 12.0pt; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Literatura</span>**</span>

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<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Gupta, S., Rajiah, P., Middlebrooks, E. H., Baruah, D., Carter, B. W., Burton, K. R., Chatterjee, A. R. i Miller, M. M. (2018). Systematic review of the literature: Best practices. *Academic Radiology, 25*(11), 1481–1490. </span>

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<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">McKenzie Smith, M., Pinto Pereira, S., Chan, L., Rose, C. i Shafran, R. (2018). Impact of Well-being Interventions for Siblings of Children and Young People with a Chronic Physical or Mental Health Condition: A Systematic Review and Meta-Analysis. *Clinical Child and Family Psychology Review, 21*, 246–265. https://doi.org/10.1007/s10567-018-0253-x</span>

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<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Meyer, D. (1993). Siblings of Children with Special Health and Developmental Needs: Programs, Services and Considerations. *ARCH Factsheet, 23*, 2–5.</span>

<span style="mso-ansi-language: HR;">Meyer, D. J. i Vadasy, P. F. (2008). *Sibshops: Workshops for Siblings of Children with Special Needs*. Paul H. Brookes Pub.</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Ministarstvo znanosti i obrazovanja (2024). *ŠeR: Školski e-Rudnik*. Pribavljeno Siječanj 17, 2025, s<span style="mso-spacerun: yes;"> </span>https://app.powerbi.com/view?r=eyJrIjoiZWE3YTE4OWQtOWJmNC00OTJmLWE2MjktYTQ5MWJlNDNlZDQ0IiwidCI6IjJjMTFjYmNjLWI3NjEtNDVkYi1hOWY1LTRhYzc3ZTk0ZTFkNCIsImMiOjh9 </span>

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<span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-bidi-font-style: italic;"> </span>

<table border="0" id="bkmrk-%C2%A0-odgoj-danas-za-sut" style="width: 100%; height: 191.9px;"><tbody><tr style="height: 136px;"><td style="width: 34.8096%; height: 136px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.2858%; height: 136px;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference  
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

</td></tr><tr style="height: 55.9px;"><td colspan="2" style="width: 100.095%; height: 55.9px;">**<span lang="EN-GB" style="font-size: 14.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Siblings of students with developmental disabilities:   
a systematic literature review</span>**

**<span lang="EN-GB" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>**

</td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak%C2%A0-u-pozitivno" style="width: 100%; height: 388.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Abstract**

</td></tr><tr style="height: 264.8px;"><td style="text-align: justify; width: 99.9048%; height: 264.8px;"><span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Although students with developmental disabilities are the most researched category of the general inclusive discourse (both in everyday educational practice and national educational policies), the category of siblings of students with developmental disabilities is hardly encountered in the national professional and scientific discourse. Given that 7.44% of the total student population in the 2024/2025 school year consisted of students with developmental disabilities (Ministry of Science and Education, 2024) and that the category of their siblings is not addressed in either the existing legislative framework or recent educational-political documents, this paper highlights this often-overlooked student population. The aim of this paper was therefore to create the first systematic literature review of domestic sources that deal with siblings of children with disabilities. Using the content analysis method, scientific, review and professional papers published in domestic journals in open access, as well as final, graduate, specialist, master’s, and doctoral theses published in digital academic archives and repositories were analysed. Two research questions were formulated on the way in which siblings of children with disabilities are thematized in the domestic research space and the role of educational institutions in working with siblings of children with disabilities. The results of the analysis of 13 studies included in the systematic review showed that within the first research question, three generated categories dominate: Specificities of growing up with a sister or brother with disabilities, Family relationships and Support. The latter category, however, remains at the level of friends and family, while the results related to the specific role of educational institutions in working with siblings of children with disabilities, the second research question, are minimally represented. Based on the results obtained, guidelines are given for intensifying the research focus on this specific student population, in order to be able to timely recognize and respond to their needs within the education system.</span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Key words:***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;"><span lang="EN-GB">content analysis; journals; inclusive education; national education policy; publications on inclusive topics; repositories</span>

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# Asistivna tehnologija u obrazovanju učenika s teškoćama u razvoju

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.7178%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.3139%; height: 115.15px;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.032%; height: 106.9px;">## **<span lang="EN-US">Andrea Gašpar Čičak</span>**

*<span lang="EN-US">Osnovna škola Milan Amruš, Slavonski Brod, Hrvatska</span>*

*agaspar85@gmail.com*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 49.6289%;">**Sekcija - Odgoj i obrazovanje za osobni i profesionalni razvoj** </td><td class="align-center" style="width: 12.7667%;">**Broj rada: 22**</td><td style="width: 37.5805%;">**Kategorija članka: Stručni rad**

</td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 303.25px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Sažetak**

</td></tr><tr style="height: 177.8px;"><td style="text-align: justify; width: 99.9048%; height: 177.8px;"><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Asistivna tehnologija je važan element poboljšanja obrazovnog iskustva za učenike s teškoćama. Ovaj pregledni rad istražuje različite aspekte primjene asistivne tehnologije u nastavi, naglašavajući njezinu važnost i prednosti. Prije svega, definira se asistivna tehnologija i ističe se njezina uloga u podršci učenicima s teškoćama. Zatim se pruža pregled određenih asistivnih tehnologija, te njihova primjena u različite edukativne svrhe kao što su čitanje, pisanje, matematika i komunikacija. Analiziraju se dosadašnja istraživanja vezana uz korištenje asistivne tehnologije, poput povećane neovisnosti i motivacije učenika, ali isto tako se ističu i izazovi kao što su pristupačnost, obuka i financiranje. Razmatra se uloga i spremnost učitelja za implementaciju asistivne tehnologije u učionicu. Na kraju se identificiraju potencijalni trendovi i područja za daljnje istraživanje. Ovaj pregledni rad pruža temelj za daljnje razumijevanje i primjenu asistivne tehnologije u obrazovanju.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Ključne riječi:***

</td></tr><tr style="height: 31.2px;"><td style="width: 99.9048%; height: 31.2px;"><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR; mso-bidi-font-weight: bold;">asistivna tehnologija; obrazovanje; učenici s teškoćama u razvoju.</span>

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**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Uvod</span>**

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Pravo na odgoj i obrazovanje djece s teškoćama u razvoju (TUR) jedno je od temeljnih ljudskih prava koje proizlazi iz univerzalnih načela jednakosti, nediskriminacije i dostojanstva svakog pojedinca. Potrebno ga je razmotriti i prakticirati kroz četiri ključne dimenzije</span><span lang="SK" style="color: black;">: </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">dostupnost, pristupačnost, prihvatljivost i prilagodljivost (Tomaševski, 2001). Dostupnost podrazumijeva obveznost, raspoloživost i besplatnost obrazovanja.</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Pristupačnost se odnosi na otklanjanje barijera koje mogu spriječiti pojedinca u ostvarivanju prava na obrazovanje kao što su fizičke prepreke, diskriminacija i stigmatizacija. Prihvatljivost se odnosi na osiguravanje kvalitete obrazovnih materijala, metoda i načina poučavanja. Prilagodljivost znači odgovoriti na različite potrebe učenika, uzimajući u obzir njihove kulturne, socijalne, vjerske, ekonomske i individualne specifičnosti. Međunarodni pravni okvir jasno naglašava obvezu država u osiguravanju inkluzivnih i pristupačnih obrazovnih sustava. Tako Konvencija o pravima djeteta (2017) kroz čl. 28 i 29 ističe pravo svakog djeteta na obrazovanje, a specifično kroz čl. 23 je naglašen „djelotvoran pristup obrazovanju“ djeci s TUR. Još jedan važan dokument, Konvencija o pravima osoba s invaliditetom (2007) člankom br. 24 jasno naglašava obvezu osiguravanja inkluzivnog obrazovanja koje podržava razvoj potencijala djece s TUR. Na nacionalnoj razini,</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">pravo na obrazovanje djece s TUR regulirano je Zakonom o odgoju i obrazovanju u osnovnoj i srednjoj školi (2023) te brojnim pravilnicima koji propisuju specifične mjere podrške. Prema Smjernicama za rad s učenicima s TUR (2021), odgojno-obrazovni proces utemeljen je na načelima prihvaćanja različitosti, osiguravanja uvjeta i potpore za ostvarivanje razvojnog potencijala svakog učenika te u skladu s tim najvećeg mogućeg stupnja obrazovanja. Da bi se to postiglo, važno je razumjeti složenost koncepta „teškoće u razvoju“. Odnosi se na različite oblike odstupanja ili kašnjenja u razvoju koja mogu biti prisutne od rođenja ili nastati tijekom djetinjstva</span><span lang="SK" style="color: black;">. </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">S obzirom na to da se ovaj rad bavi djecom s TUR u sustavu odgoja i obrazovanja, oslonit će se na definiciju relevantnog Pravilnika o osnovnoškolskom i srednjoškolskom odgoju i obrazovanju učenika s TUR (2015), koji pruža temeljni okvir za razumijevanje i pružanje im podrške. Prema tom pravilniku, djeca i mladi s TUR su oni čije obrazovanje i razvoj otežavaju različite prepreke, koje proizlaze iz fizičkih, intelektualnih, osjetilnih, komunikacijskih, socijalnih, emocionalnih ili zdravstvenih poteškoća. Te teškoće mogu biti privremene ili trajne, a Orijentacijska lista, koja je dio istog Pravilnika, klasificira ih kroz sedam skupina. Prva skupina obuhvaća učenike s oštećenjem vida, što se odnosi na sljepoću i slabovidnost, druga skupina se odnosi na učenike s oštećenjem sluha, odnosno gluhe i nagluhe. Treća skupina uključuje učenike s teškoćama jezično-govorno-glasovne komunikacije, poput problema u izgovoru, artikulaciji, glasovnoj produkciji ili jezičnoj obradi, te učenike sa specifičnim teškoćama u učenju, uključujući disleksiju, disgrafiju, diskalkuliju, dispraksiju i mješovite teškoće učenja. Četvrta skupina se odnosi na učenike s oštećenjima organa i organskih sustava kao što su središnji i periferni, mišićno-koštani i drugi sustavi. Peta skupina obuhvaća učenike s intelektualnim teškoćama, koje se dijele na lakše, umjerene te teške i duboke. Šesta skupina obuhvaća učenike s poremećajima u ponašanju i problemima mentalnog zdravlja, a sedma uključuje one s kombiniranim teškoćama, kod kojih se istovremeno javljaju dvije ili više različitih vrsta teškoća.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Međutim, sama klasifikacija teškoća tek je polazna točka za razumijevanje izazova s kojima se ovi učenici suočavaju u obrazovnom procesu. </span><span lang="SK" style="color: black;">Kako Bouillet (2010, prema Karaman, 2023) ističe, pojam „teškoća“ nije samo medicinski pojam koji opisuje zdravstveno stanje, već je oblikovan različitim preprekama s kojima se pojedinci suočavaju u svakodnevnom životu, tako i u procesu učenja. </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Prema tome, potrebno im je pružati primjerenu podršku u nastavi kako bi bili uspješni, napredovali i imali pozitivnije obrazovne ishode koji vode prema većim mogućnostima njihovog daljnjeg obrazovanja, zapošljavanja i bolje kvalitete života. Tome u prilog govore i Chitu i sur. (2023) ističući kako je ovo jedno od najizazovnijih područja suvremenog obrazovnog sustava. Kako Hnoievska i sur. (2022, str. 101) navode, „da bi poučavao djecu s TUR, učitelj mora razumjeti specifičnosti poučavanja (Mfuthwana i Dreyer, 2018); imati pozitivan stav prema inkluziji (Saloviita, 2020); brojne kompetencije (Sulasmi i Akrim, 2019; Majoko, 2019): prepoznati posebnosti i karakteristike učenika (Karlsudd, 2020; Majoko, 2019); prilagođavati nastavni plan i program sposobnostima učenika; stvarati prijateljsko okruženje u učionici; koristiti posebne asistivne tehnologije; provoditi ocjenjivanje u inkluzivnom okruženju te diferencijalno pristupiti nastavi (Majoko, 2019), itd.“</span><span style="color: black;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Asistivna tehnologija, stručna podrška i primjena individualiziranih pristupa omogućuju im veću samostalnost i uspješnost u učenju. Ovaj rad, analizom dostupne literature, istražuje ulogu asistivne tehnologije u obrazovanju djece s TUR, s naglaskom na praktične aspekte primjene i izazove implementacije.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

**<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Definicija asistivnih tehnologija</span>**

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">„Za većinu ljudi, tehnologija olakšava stvari. Za osobe s teškoćama, tehnologija čini stvari mogućima“ (Schoonover i Argabrite Grove, 2015, prema Visser i sur., 2020, str. 1). Edyburn (2004) tako definira da asistivna tehnologija uključuje širok spektar uređaja i usluga osmišljenih za podršku funkcionalnim sposobnostima korisnika. Stramondo (2019) navodi da su to sredstva koja osnažuju osobe s teškoćama da obavljaju svakodnevne aktivnosti, dok Scherer (1996) ističe njezin značaj u unapređenju kvalitete života kroz podršku u funkcionalnim zadacima.</span><span style="color: black;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Šire gledano, de Witte i sur. (2018) definiraju asistivnu tehnologiju kao krovni pojam koji uključuje proizvode i usluge namijenjene povećanju uključenosti osoba s invaliditetom u svim aspektima života. Namijenjena je korisnicima svih dobnih skupina, uključujući lokomotorne, vidne, slušne, govorne i kognitivne teškoće, kako za kratkotrajnu tako i za dugotrajnu podršku. Cook i Polgar (2008) tumače kako asistivna tehnologija nije samo alat već i sredstvo za postizanje autonomije, omogućujući osobama s invaliditetom veći stupanj kontrole nad vlastitim životom. Slično tome, Manirajee i sur. (2024) naglašavaju njezinu praktičnu ulogu u olakšavanju svakodnevnih aktivnosti korisnika.</span><span style="color: black;"> <span lang="SK">Abbott (2007) dodatno naglašava važnost softverskih i hardverskih asistivnih alata koji olakšavaju učenje, stavljajući poseban naglasak na interakciju između korisnika i tehnologije.</span></span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">World Health Organization (WHO, 2022) definira asistivnu tehnologiju kao proizvode, opremu i sustave koji povećavaju funkcionalne sposobnosti osoba s invaliditetom, čime se izravno podržava njihova neovisnost i inkluzija. Assistive Technology Industry Association (ATIA, 2024) još detaljnije objašnjava da se radi o svakom predmetu, uređaju, softverskom programu ili sustavu osmišljenom za unapređenje, održavanje ili poboljšanje funkcionalnih sposobnosti korisnika. Ovi alati pružaju podršku osobama suočenima s izazovima u različitim aspektima svakodnevnog života, uključujući govor, tipkanje, pisanje, pamćenje, vid, sluh, učenje i kretanje. U kontekstu obrazovanja, omogućava učenicima s TUR da ostvare svoj puni potencijal, povećavajući njihovu neovisnost i uključivanje u školske aktivnosti.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

**<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Podjela asistivnih tehnologija</span>**

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">S obzirom na raznolikost teškoća, uporaba asistivnih tehnologija zahtijeva prilagodbu specifičnim potrebama korisnika kako bi se osigurala njihova učinkovitost. U tom kontekstu, International Organization for Standardization (ISO, 2022) i WHO (2022) razvile su međunarodne sustave za klasifikaciju asistivnih tehnologija. Ovi sustavi služe standardizaciji pojmova, olakšavaju identifikaciju proizvoda i omogućuju bolje razumijevanje njihove uloge u životu osoba s teškoćama, uključujući i područje obrazovanja. Klasifikacije obuhvaćaju širok raspon proizvoda i usluga razvrstanih prema funkcionalnoj namjeni i specifičnim korisničkim potrebama, čime se pruža temelj za sustavni pristup u odabiru i primjeni tehnologija. S obzirom na dinamičan razvoj ovog područja, rad će se fokusirati na najčešće korištene podjele i istaknuti primjere asistivnih tehnologija s posebnim naglaskom na njihovu primjenu u obrazovanju učenika s TUR.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">ISO (2022) se primarno usmjerava na tehničke i funkcionalne aspekte asistivnih proizvoda, definirajući ih prema namjeni. Prema toj klasifikaciji, asistivna tehnologija razvrstana je u kategorije poput terapije i treninga, mobilnosti, komunikacije, osobne njege, obrazovanja i rekreacije. Za obrazovni kontekst posebno su relevantna:</span>

- <span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Pomagala za obrazovanje i trening – uključuju didaktičke alate, edukacijske softvere i multisenzorne platforme. Primjerice, softveri za potpomognuto čitanje i pisanje omogućuju učenicima s disleksijom i disgrafijom praćenje nastave.</span>
- <span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Pomagala za komunikaciju – odnose se na slušna pomagala te uređaje za augmentativnu i alternativnu komunikaciju (AAC), poput aplikacija za pretvaranje teksta u govor, a omogućuju učenicima bez razvijenog govora ili s ograničenom verbalnom komunikacijom da izraze svoje misli i sudjeluju u školskim aktivnostima.</span>
- <span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Pomagala za mobilnost – obuhvaćaju elektronička invalidska kolica i prilagođene tipkovnice koje olakšavaju učenicima s tjelesnim teškoćama pristup učionicama i korištenje računalne opreme.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">S druge strane, WHO (2022) pristupa asistivnim tehnologijama s globalne perspektive, naglašavajući važnost inkluzivnosti i dostupnosti u različitim društvenim i ekonomskim uvjetima. Ova klasifikacija povezuje asistivnu tehnologiju s domenama života u kojima osobe s invaliditetom trebaju podršku, stavljajući naglasak na funkciju. Konkretne kategorije koje se odnose na obrazovni kontekst su slične kao i prema ISO klasifikaciji pa su to pomagala za mobilnost, vizualna pomagala, slušna i komunikacijska pomagala.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Razumijevanje klasifikacije olakšava odabir odgovarajućih rješenja za individualne potrebe učenika s TUR, s posebnim naglaskom na njihovu primjenu u obrazovnom kontekstu, stoga je autorica ovog rada izradila prikaz vrsta asistivnih tehnologija s obzirom na njihovu svrhu u Tablici 1.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Tablica 1</span>

<span style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Vrste asistivnih tehnologija prema svrsi i klasifikaciji</span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-klasifikacija-svrha-" style="border-collapse: collapse; border: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black; mso-border-insidev: .5pt solid black;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 104.65pt; border-top: solid black 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="140"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Klasifikacija</span>

</td><td style="width: 5.0cm; border-top: solid black 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="189"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Svrha</span>

</td><td style="width: 212.6pt; border-top: solid black 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="283"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Vrsta</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 104.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="140"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Pomagala za mobilnost</span>

</td><td style="width: 5.0cm; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="189"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Kretanje  
Korištenje računala</span>

</td><td style="width: 212.6pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="283"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Invalidska kolica, štake, bijeli štap</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Prilagođene tipkovnice, miševi i zaslon, softveri za korištenje računala praćenjem oka</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 104.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="140"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Vizualna pomagala</span>

</td><td style="width: 5.0cm; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="189"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Jasniji vid</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Opismenjavanje slijepih</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Pristup grafičkim informacijama</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

</td><td style="width: 212.6pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="283"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Povećala, naočale</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Pisaći stroj za Brailleovo pismo, šilo i okvir, čitači ekrana</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Taktilna grafika za<span style="mso-spacerun: yes;"> </span>izradu reljefnih otisaka, 3D printeri</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 104.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="140"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Slušna pomagala</span>

</td><td style="width: 5.0cm; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="189"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Bolji sluh   
Razumijevanje uputa</span>

</td><td style="width: 212.6pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="283"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Slušni aparati, kohlearni implantati, pojačala zvuka</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 104.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="140"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Komunikacijska pomagala</span>

</td><td style="width: 5.0cm; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="189"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Razumijevanje jezika   
Ekspresija jezika</span>

</td><td style="width: 212.6pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="283"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Komunikacijske knjige i elektronski uređaji (sklopke, komunikatori i slično),   
Softveri za komunikaciju pogledom, izradu slikovnih predložaka, potpomognutu komunikaciju</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

</td></tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"><td style="width: 104.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="140"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Obrazovna pomagala</span>

</td><td style="width: 5.0cm; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="189"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Čitanje, pisanje</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Matematika </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Informatika</span>

</td><td style="width: 212.6pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="283"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Softveri za pretvaranje teksta u govor, prepoznavanje govora, podršku pisanju</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Softveri za vizualizaciju i računske operacije, kalkulatori s govornim povratnim informacijama</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Softveri za razvoj vještina korištenja računala</span>

</td></tr></tbody></table>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Ove vrste tehnologija zadovoljavaju različite potrebe osoba s teškoćama, kako bi im se omogućila veća samostalnost i uključivanje u različite aspekte života, uključujući obrazovanje.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Osim klasifikacija prema namjeni i funkciji, poput prethodno spomenutih, asistivna tehnologija u literaturi se često razvrstava prema razini tehničke složenosti uređaja. Prema tome, dijeli se na niskotehnološku, srednjetehnološku i visokotehnološku (Constantinescu, 2015</span><span lang="SK" style="color: black;"> prema </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Abu-Alghayth, 2022). Niskotehnološki uređaji nisu elektronički, a poznati su po svojoj pristupačnosti i jednostavnosti (Alkahtani, 2013; Constantinescu, 2015, oboje</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">prema Abu-Alghayth, 2022), uključuju povećala, komunikacijske knjige, držače za olovke itd. Srednjetehnološki elektronički uređaji jednostavni su za korištenje i zahtijevaju minimalnu obuku, a obuhvaćaju digitalne satove i rasporede, komunikacijske ploče, prijenosne kalkulatore, audio knjige i slično. S druge strane, visokotehnološki uređaji su složeniji, teško dostupni, skupi i zahtijevaju značajno više obuke.</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Odnose se na napredne elektroničke uređaje poput AAC uređaja, softvera za praćenje pogleda, virtualne realnosti, robota i slično. </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Još jedna podjela koja se često koristi je ona autora Cook, Polgar i Encarnação (2016, prema Pinjatela i sur., 2023, str.9). Navedeni autori asistivne tehnologije dijele na „hard technologies“ što uključuje uređaje koje je „moguće nabaviti, sastaviti i opipati“ i „soft technologies“ koja se odnosi na neopipljive tehnologije kao što su računalni softveri.</span><span lang="SK" style="color: black;"> Bez obzira na vrstu ili razinu sofisticiranosti, cilj svake asistivne tehnologije je isti, ukloniti barijere i omogućiti svakom pojedincu sudjelovanje u obrazovanju, radu i društvenim aktivnostima.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

**<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Učinci korištenja asistivnih tehnologija na obrazovanje učenika s teškoćama u razvoju</span>**

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Zahvaljujući pomagalima poput digitalnih udžbenika, interaktivnih ploča i prilagodljivih softvera za učenje, učenici s različitim vrstama teškoća mogu pristupiti obrazovanju na jednak način kao i njihovi vršnjaci čime se povećava i njihova neovisnost. Na primjer, Constantinescu (2015) ističe kako asistivna tehnologija omogućuje učenicima s TUR veću kontrolu tijekom obrazovnog procesa. Prema McNicholl i sur. (2021) asistivna tehnologija olakšava akademske aktivnosti, poboljšava socijalnu uključenost te smanjuje stigmu. Nadalje, Hedges i sur. (2018) naglašavaju kako tehnologija, poput aplikacija za učenje, doprinosi razvoju svakodnevnih vještina kod učenika s autizmom, omogućujući im bolje funkcioniranje u školi i izvan nje.</span><span style="color: black;"> <span lang="SK">Moon i sur. (2019 prema Restianty i sur., 2024) navode kako ima potencijal za unaprjeđenjem kvalitete života svih osoba s teškoćama pružajući im između ostalog mogućnost za autonomiju i inkluziju. Dodatno, Matijević i Topolovčan (2017, str.60) pojašnjavaju kako tehnologija u nastavi općenito omogućuje „individualizaciju rada, situacijsko (kontekstualno) učenje, učenje istraživanjem, učenje rješavanjem problema, suradničko učenje, učenje igrom, projektno učenje i učenje usmjereno djelovanjem.“ </span></span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Osim toga, asistivna tehnologija ima veliki utjecaj na motivaciju učenika. Istraživanja pokazuju da učenici često pokazuju veći interes za sudjelovanjem u obrazovnim aktivnostima kada koriste tehnološka pomagala što pozitivno djeluje i na njihovu pažnju (Paula, 2003; Arpacik i sur., 2018; Bondarenko, 2018, sve prema Fernández-Batanero i sur., 2022). Tako i rezultati istraživanja</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">autora Yang i sur. (2024) ukazuju na to da prisutnost humanoidnog robota može povećati angažiranost i poboljšati ponašanje učenika s poremećajem iz spektra autizma tijekom nastave.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">U nastavku će biti razmotreni rezultati znanstvenih istraživanja vezanih uz utjecaj primjene asistivnih tehnologija na obrazovne rezultate učenika s TUR s obzirom na vrstu teškoće. </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"><span style="mso-spacerun: yes;"> </span>Asistivna tehnologija učenicima s oštećenjem vida omogućuje pristup informacijama i sudjelovanje u nastavnim aktivnostima, što može značajno poboljšati njihove obrazovne ishode. Primjena taktilnih mapa pomaže im<span style="mso-spacerun: yes;"> </span>snalaženju unutar školskih prostorija i učionica (Feucht i Holmgren, 2018), dok udžbenici prilagođeni Brailleovim pismom im pružaju pristup pisanom sadržaju</span><span lang="SK" style="color: black;"> (</span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Manirajee i sur., 2024). Slijepi učenici pismeno se mogu izražavati isključivo putem asistivne tehnologije koja predstavlja neophodan čimbenik u njihovom obrazovanju.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Učenicima s oštećenjem sluha asistivna tehnologija pomaže pratiti naloge, upute, razumjeti što se od njih očekuje te usvajati jezične sadržaje (Zanin i Rance, 2016). Uz to, autori Bell i Foiret (2020) ističu da uporaba ovih uređaja poboljšava akademski uspjeh i socijalnu uključenost učenika s oštećenjem sluha. </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Kada govorimo i o učenicima s teškoćama jezično-govorno-glasovne komunikacije, različiti alati, poput AAC uređaja, aplikacija za komunikaciju i prilagođenih softverskih rješenja, značajno doprinose njihovom uključivanju u obrazovni proces</span><span lang="SK" style="color: black;"> (Galeković, 2022; </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Alhulays, 2024). Poobrasert i Gestubtim (2014) ispitali su učinak softvera za predviđanje riječi i automatske provjere pravopisa kod učenika s teškoćama u pisanju. Učenici koji su koristili ove alate pokazali su značajno poboljšanje u brzini i točnosti pisanja. Rezultati istraživanja autora Hetzroni i Shrieber (2024) otkrili su da je manje pravopisnih pogrešaka, pogrešaka u čitanju i veća ukupna kvaliteta organizacije i strukture teksta kada učenici s teškoćama pisanja i čitanja koriste računalo opremljeno programom za obradu teksta. Nordström i sur. (2019) su analizirali korištenje aplikacija asistivne tehnologije za učenike koji imaju poteškoće u čitanju, posebno kod disleksije. Njihovo istraživanje je pokazalo da aplikacije za čitanje naglas i softvera za audio knjige značajno poboljšavaju razumijevanje učenika. Autori su naglasili i važnost uključivanja ovih alata u obrazovni sustav, jer oni ne samo da pomažu u učenju već i povećavaju samopouzdanje učenika. Svensson i sur. (2021) su također zabilježili pozitivan utjecaj asistivne tehnologije na poboljšanje vještina čitanja, pisanja i motivacije kod učenika s ovim specifičnim teškoćama. Prema podacima istraživanja autora Benavides-Varela i sur. (2020) digitalni alati poboljšali su numeričku izvedbu i razumijevanje učenika s TUR koji imaju poteškoće s matematikom. Slično tome, Bryant i sur. (2014) uočavaju korisnost kalkulatora s govornim povratnim informacijama i softvera za vizualizaciju matematike za učenike s diskalkulijom. Alto (2023 prema Ali, Khusro i Alahmadi, 2024, str.6) navode da „ChatGPT može riješiti matematičke probleme u nekoliko koraka, osmisliti drugu verziju objašnjenja ili objašnjenje na svoj način, te prilagoditi odgovore potrebama i preferencijama pojedinog učenika, što ga čini korisnim alatom u kontekstu individualizacije“.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"><span style="mso-tab-count: 1;"> </span>Za učenike s</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">oštećenjima organa i organskih sustava, konkretnije, motoričkim poremećajima korištenje asistivnih tehnologija znači veću samostalnost i smanjenje frustracije (Visser i sur., 2020). Novije istraživanje autora Muraleedharan i sur. (2024) pokazalo je poboljšanja u brzini i kvaliteti izvedbe zadataka kod osoba s težim oblicima motoričkih i komunikacijskih teškoća, a koristili su robot koji se pokreće praćenjem oka. Nadalje, Ali i sur. (2023) su istaknuli značaj virtualne realnosti u podršci pri izvođenju kognitivnih i motoričkih zadataka. <span style="mso-spacerun: yes;"> </span></span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"><span style="mso-tab-count: 1;"> </span>Primjena asistivne tehnologije kod učenika s poremećajima iz spektra autizma koji pripadaju <span style="mso-spacerun: yes;"> </span>skupini učenika s poremećajima u ponašanju i problemima mentalnog zdravlja prema Orijentacijskoj listi, izuzetno je korisna u poboljšanju njihovih komunikacijskih, socijalnih i akademskih vještina te može poslužiti i kao podrška u svladavanju izazova senzorne integracije (Bašić i sur., 2020). Barua i sur. (2022) također posebno ističu umjetnu inteligenciju i njen potencijal kao pomoć u učenju i socijalnoj interakciji kod učenika s neurorazvojnim poremećajima kao što su autizam te poremećaj pažnje i hiperaktivnosti. <span style="mso-spacerun: yes;"> </span>O’Neill i sur. (2020, str.251) navode brojna istraživanja koja upućuju na višestruke koristi asistivne tehnologije za učenike s autizmom i intelektualnim teškoćama, kao što je „učenje čitanja (Mechling, Gast, i Krupa, 2007); učenje matematike s iPad uređajem (Burton, Anderson, Prater, i Dyches, 2013); razvijanje socijalnih vještina (Parsons i Cobb, 2011); strukturiranje rasporeda s tablet uređajem (Fage, Pommereau, Consel, Balland, i Sauzéon, 2014); korištenje mobitela i aplikacija u obrazovne svrhe te za podršku u izvršavanju svakodnevnih zadataka (Ayres et al., 2013).“</span><span style="color: black;"> </span>

<span lang="SK" style="color: black;">Zanimljivi su i rezultati istraživanja autora Davies i sur. (2017) koji su koristili računalni sustav za osobe s intelektualnim teškoćama u ispitnoj situaciji. Taj sustav je verbalno predstavio pitanja na koja su sudionici trebali odgovoriti, omogućio im da ponove pitanja, verbalizirao bilo koji odgovor koji su tražili i omogućio im da pređu na sljedeće pitanje tek nakon što su dali odgovor na prethodno. Podaci su pokazali da je računalno potpomognuta verzija ispita, koja je uvedena kroz kratko razdoblje upoznavanja i vježbe, omogućila sudionicima da završe testiranje s većom razinom točnosti, neovisnosti i boljom učinkovitosti. </span>

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**<span lang="SK" style="color: black;">Izazovi implementacije i korištenja asistivnih tehnologija u obrazovanju</span>**

<span lang="SK" style="color: black;">Unatoč spomenutim značajnim pozitivnim učincima koje donosi učenicima s TUR, asistivna tehnologija se koristi rijetko. Tako su rezultati jedne studije u Republici Hrvatskoj pokazali da većina nastavnika engleskog jezika koja je sudjelovala u istraživanju nije upoznata niti je koristila asistivne tehnologije, iako su se u radu susretali s učenicima s TUR (Dumančić i Milković, 2024). Prema autorima Fernández-Batanero i sur. (2022) asistivna tehnologija se najčešće koristi kod osoba s oštećenjem vida, sluha i tjelesnim invaliditetom. Rjeđe se primjenjuje kod osoba s poremećajem iz spektra autizma, intelektualnim teškoćama i poremećajima u ponašanju. Slični rezultati su se pokazali i u Republici Hrvatskoj prema rezultatima istraživanja koje su provele autorice Stančić i Pinjatela (2023). </span>

<span lang="SK" style="color: black;">Prisutni su brojni izazovi u korištenju asistivne tehnologije koji otežavaju njezinu širu primjenu. Jedan od najistaknutijih problema je pristupačnost (Šušić i Luetić, 2024). Visoka cijena asistivne tehnologije često je nepremostiva prepreka za učenike s nižim socioekonomskim uvjetima, a ponekad ni škole nemaju dovoljno sredstava za nabavu odgovarajuće opreme, čime učenici gube priliku za korištenje ovih alata (Mishra i sur., 2024). Problem je dodatno izražen u ruralnim područjima gdje je distribucija tehnologije često ograničena (Manship i sur., 2024) što dovodi do razlika u obrazovnim mogućnostima učenika s TUR. Nedostupnost asistivne tehnologije može negativno utjecati na njihove obrazovne ishode, pogotovo kod učenika s oštećenjem vida (Senjam i sur., 2022). Općenito, obrazovni sustavi često nisu usklađeni u pogledu standardizacije i osiguravanja jednakog pristupa tehnologiji. </span>

<span lang="SK" style="color: black;">I kada je asistivna tehnologija dostupna, potreban je pažljivo osmišljen intervencijski program koji osobe s teškoćama uči kako koristiti tehnologiju i osigurava da njezina uporaba vodi do pozitivnih ishoda koji će biti motivirajući (Lancioni, 2017). Isti autori smatraju kako se veza između tehnologije i intervencijskih programa može smatrati najvažnijim čimbenikom u određivanju uspjeha tehnoloških rješenja. Sukladno tome, Federici i Scherer (2012) ističu važnost individualiziranog pristupa u procjeni i implementaciji asistivnih tehnologija kako bi se osigurala optimalna podrška učenicima s TUR. Autorice Kudek-Mirošević i Runcheva (2023) naglašavaju potrebu detaljne procjene učenikovih sposobnosti i poteškoća u područjima poput čitanja, pisanja, govora, slušanja, matematike, pamćenja, organizacije i motoričkih vještina, kako bi se odabrala odgovarajuća tehnologija kojom bi im se trebala pružiti adekvatna podrška. To je posebno važno jer složenost nekih tehnologija čini ih teškim za uporabu, što može izazvati frustraciju kod učenika i smanjiti njihovu želju za učenjem. Individualne potrebe učenika s TUR zahtijevaju personalizirana rješenja, a dizajn tehnologije trebao bi slijediti univerzalna načela koja uključuju „pravednu upotrebu, fleksibilnost, jednostavnost i intuitivnost, lako uočljive informacije, toleranciju na pogreške, mali fizički napor za korištenje, adekvatnu dimenzije i veličinu za pristup i korištenje, kako bi bili upotrebljivi i dostupni bez obzira na dob i sposobnosti pojedinca“ (Centar za izvrsnost univerzalnog dizajna, 2021 prema Zhang i sur., 2024, str.470). Uzevši to u obzir, Villamin i Luppicini (2024) naglašavaju potrebu uključivanja osoba s teškoćama u proces dizajna asistivne tehnologije. Njihovo sudjelovanje u fazama dizajna, razvoja i testiranja omogućuje stvaranje personaliziranih i strukturiranih rješenja koja zadovoljavaju specifične zahtjeve korisnika.</span>

<span lang="SK" style="color: black;">Također, važnost edukacije nastavnika o korištenju asistivne tehnologije ne može se zanemariti. Nastavnici igraju ključnu ulogu u implementaciji ovih tehnologija u učionici, a njihova osposobljenost i stavovi prema tehnologiji značajno utječu na uspješnost primjene. Stoga je potrebno ulagati u programe edukacije koji će im pružiti potrebna znanja i vještine za učinkovitu upotrebu asistivne tehnologije</span>

<span lang="SK" style="color: black;">Jedan od ključnih razloga za rijetku primjenu asistivnih tehnologija u obrazovnim ustanovama je nedostatak podrške, tehničkog osoblja i adekvatne edukacije koja bi omogućila odgojno-obrazovnim djelatnicima učinkovito korištenje ovih alata (Fernández-Batanero et al., 2022; Alves et al., 2009). Učitelji imaju važnu ulogu u promicanju uporabe asistivnih tehnologija (Kinasih et al., 2024), no često su suočeni s dodatnim izazovima, poput preuzimanja odgovornosti za tehnička rješenja problema, što povećava njihovo radno opterećenje. Borova i sur. (2023) istraživali su stavove učitelja edukacijskih rehabilitatora prema asistivnoj tehnologiji i njihov utjecaj na upravljanje razredom. Rezultati su pokazali pozitivnu korelaciju između pozitivnih stavova učitelja i njihovih vještina upravljanja razredom, naglašavajući važnost afirmativnog odnosa prema tehnologiji u obrazovanju. Slično tome, Onivehu i sur. (2017) analiziraju kompetencije učitelja u korištenju asistivne tehnologije u školama za učenike s posebnim potrebama. Unatoč pozitivnim stavovima prema tehnologiji, rezultati ukazuju na nedostatak praktičnih vještina i znanja za njezinu implementaciju, kao i u istraživanjima autora Gajić i sur. (2024), Chalkiadakis i sur. (2024), te Alkahtani (2013). Tako su i Joža i Ivšac Pavliša (2022) u svom istraživanju potvrdili pozitivan stav uz postojanje svih navedenih prepreka za korištenje asistivnih tehnologija u radu logopeda u Hrvatskoj. </span>

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**<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Zaključak</span>**<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">  
Asistivna tehnologija ima značajan potencijal za unaprjeđenje kvalitete obrazovanja učenika s TUR. Od uređaja za podršku mobilnosti i komunikaciji do naprednih softverskih rješenja, može odgovoriti na različite izazove s kojima se susreću učenici s TUR.</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Pregled literature pokazuje da omogućuje prilagodbu nastavnih sadržaja, povećava njihovu neovisnost i poboljšava njihove obrazovne ishode. </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Učinkovita primjena asistivnih tehnologija u obrazovanju učenika s TUR zahtijeva koordiniranu, međusobno povezanu suradnju različitih dionika, pri čemu svaki od njih ima specifičnu ulogu. Tako je država odgovorna za stvaranje zakonodavnog i strateškog okvira koji omogućuje sustavno uvođenje asistivne tehnologije, pri čemu trebaju biti jasno definirani modeli financiranja, održavanja, tehničke podrške te kontinuiranog stručnog usavršavanja odgojno-obrazovnih djelatnika.</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Lokalne zajednice provode nacionalne strategije na terenu, osiguravaju pristup tehnologiji, podržavaju škole u tehničkom i organizacijskom smislu te financiraju opremu i njihovo redovito održavanje. Stručni suradnici (logopedi, edukacijski rehabilitatori, psiholozi, pedagozi) planiraju, implementiraju, prate i evaluiraju korištenje tehnologije. Njihova stručnost omogućuje preciznu procjenu potreba učenika, odabir najprikladnijih rješenja te podršku učiteljima u procesu prilagodbe nastavnog sadržaja. Učitelji bi se trebali kontinuirano educirati za korištenje asistivne tehnologije i prilagođavati ju individualnim potrebama učenika, pogotovo ako uzmemo u obzir da njihovi pozitivni stavovi i osposobljenost za korištenje značajno doprinose uspješnosti primjene ovih alata. Važno je uključiti i roditelje ili skrbnike, koji mogu koristiti asistivne tehnologije u radu s učenicima kod kuće, a uz njih, potrebno je</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">senzibilizirati vršnjake u razredu kako bi razumjeli razloge korištenja asistivne tehnologije te razvili podržavajući stav.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Trenutačni trendovi u istraživanju asistivnih tehnologija usmjereni su na nekoliko važnih područja. Neki od značajnijih smjerova su razvoj aplikacija i uređaja koji olakšavaju komunikaciju i učenje za djecu s TUR, poput prilagođenih računalnih sučelja i edukativnih softvera (Ugando, 2018), primjena umjetne inteligencije</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">za prilagodbu obrazovnih sadržaja individualnim potrebama učenika (Chakraborty, 2024; Kohnke i Zaugg, 2025)</span><span lang="SK" style="color: black;">, </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">poticanje socijalne inkluzije (Failla i sur., 2024) i poboljšanje funkcionalnih sposobnosti korisnika (Lee i sur., 2024). Preporučuje se daljnje istraživanje svih dostupnih instrumenata procjene kako bi se tehnologija optimalno prilagodila individualnim potrebama korisnika. Uz to, potrebno je usmjeriti pozornost na evaluaciju dugoročnog utjecaja asistivne tehnologije na obrazovne ishode, razvoj inovativnih rješenja koja će dodatno podržati učenike u njihovom obrazovanju uključujući primjenu umjetne inteligencije te istraživanje učinaka asistivnih tehnologija na emocionalne i socijalne aspekte obrazovanja.</span>

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<span style="mso-bookmark: OLE_LINK3;">**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Literatura</span>**</span>

<span style="mso-bidi-font-family: Calibri; color: black; background: white; mso-ansi-language: HR;">Abbott, C. (2007). Defining assistive technologies‐a discussion. *Journal of Assistive Technologies*,</span>

*<span style="mso-bidi-font-family: Calibri; color: black; background: white; mso-ansi-language: HR;">1(1)</span>*<span style="mso-bidi-font-family: Calibri; color: black; background: white; mso-ansi-language: HR;">, 6-9.</span>

<span style="mso-bidi-font-family: Calibri; color: black; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; background: white; mso-ansi-language: HR;">Abu-Alghayth, K. (2022). Teachers’ use of assistive technology in Saudi special education schools:</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">mixed-methods enquiry. *International Journal of Developmental Disabilities, 68(4),* 547- 557.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Pribavljeno 1.12.2024. s </span><span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://pmc.ncbi.nlm.nih.gov/articles/PMC9351577/</span>](https://pmc.ncbi.nlm.nih.gov/articles/PMC9351577/)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Alhulays, S. A. (2024). The Role Of Assistive Technology in Supporting Communication and Academic </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Access For Deaf Students: A Qualitative Study At Gallaudet University. *Baileo: Jurnal Sosial*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Humaniora, 2(1)</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">, 97-106. Pribavljeno 1.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://ojs3.unpatti.ac.id/index.php/baileofisip/article/view/15401</span>](https://ojs3.unpatti.ac.id/index.php/baileofisip/article/view/15401)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Ali, A., Khusro, S., &amp; Alahmadi, T. J. (2024). Accessible interactive learning of mathematical</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">expressions for school students with visual disabilities*. PeerJ Computer Science, 10*, e2599.</span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Ali, S. G., Wang, X., Li, P., Jung, Y., Bi, L., Kim, J., ... &amp; Sheng, B. (2023). A systematic review: Virtual</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">reality-based techniques for human exercises and health improvement. *Frontiers in Public*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Health, 11,</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> 1143947. <span style="mso-spacerun: yes;"> </span></span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

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<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Hedges, S. H., Odom, S. L., Hume, K., &amp; Sam, A. (2018). Technology use as a support tool by</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">secondary students with autism. *Autism*, 22(1), 70-79. Pribavljeno 10.12.2024. s</span>

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<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Hnoievska, O., Omelchenko, I., Kobylchenko, V., Klyap, M., &amp; Shkvyr, O. (2022). Subjects adaptation</span>

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*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">and Teaching</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">, 6(11), 100-112. Pribavljeno 12.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://lib.iitta.gov.ua/id/eprint/734348/</span>](https://lib.iitta.gov.ua/id/eprint/734348/)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Hetzroni, O. E., &amp; Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">academic outcomes of students with writing disabilities in the general classroom. *Journal of*</span>

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<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

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<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">International Organization for Standardization. (2022). ISO 9999:2022 – Assistive products for</span>

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<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.iso.org/obp/ui/en/#iso:std:iso:9999:ed-7:v1:en</span>](https://www.iso.org/obp/ui/en/#iso:std:iso:9999:ed-7:v1:en)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Karaman, P. (2023). Povezanost motoričkih vještina i kvalitete života u djece s intelektualnim i</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">motoričkim poteškoćama. Doctoral dissertation, University of Zagreb. Faculty of Education</span>

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<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://repozitorij.erf.unizg.hr/islandora/object/erf:1463</span>](https://repozitorij.erf.unizg.hr/islandora/object/erf:1463)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

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<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Kinasih, A. P. P. S., Hakim, M. A. R., Anggraini, N. P., &amp; Sain, Z. H. (2024). Building Inclusive Education:</span>

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<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://educare.uinkhas.ac.id/index.php/jie/article/view/284</span>](https://educare.uinkhas.ac.id/index.php/jie/article/view/284)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

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<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Kohnke, S., &amp; Zaugg, T. (2025). Artificial Intelligence: An Untapped Opportunity for Equity and Access</span>

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<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.mdpi.com/2227-7102/15/1/68</span>](https://www.mdpi.com/2227-7102/15/1/68)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Konvencija Ujedinjenih naroda o pravima osoba s invaliditetom (2007). Narodne novine 06/07.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Pribavljeno 7.12.2024 s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">http://narodnenovine.nn.hr/clanci/medunarodni/2007\_06\_6\_80.html</span>](http://narodnenovine.nn.hr/clanci/medunarodni/2007_06_6_80.html)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

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<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Kudek Mirošević, J., &amp; Runceva, J. (2023). Role of Assistive Technology in the Work with Children</span>

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<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Lancioni, G. E. (2017). Assistive technology for people with developmental disabilities. *International*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Journal of Developmental Disabilities, 63(4),</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> 187-189. Pribavljeno 10.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.tandfonline.com/doi/full/10.1080/20473869.2017.1331787</span>](https://www.tandfonline.com/doi/full/10.1080/20473869.2017.1331787)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Lee, D. H., Woo, B. S., Park, Y. H., &amp; Lee, J. H. (2024). General Treatments Promoting Independent</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Living in Parkinson’s Patients and Physical Therapy Approaches for Improving Gait—A</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Comprehensive Review. *Medicina, 60(5),* 711. </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Manirajee, L., Rashid, S. M. M., &amp; Shariff, S. Q. H. (2024). Assistive Technology for Visually Impaired</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Individuals: A Systematic Literature Review (SLR). *International Journal of Academic*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Research in Business and Social Sciences, 14(2). </span>*

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Manship, S., Hatzidimitriadou, E., Moore, J., Stein, M., Towse, D., &amp; Smith, R. (2024). The experiences</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">and perceptions of health-care professionals regarding assistive technology training: a</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">systematic review. *Assistive Technology, 36(2),* 123-146. Pribavljeno 15.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.tandfonline.com/doi/full/10.1080/10400435.2023.2219294</span>](https://www.tandfonline.com/doi/full/10.1080/10400435.2023.2219294)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Mishra, S., Laplante-Levesque, A., Barbareschi, G., Witte, L. D., Abdi, S., Spann, A., ... &amp; Allen, M.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">(2024). Assistive technology needs, access and coverage, and related barriers and facilitators</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">in the WHO European region: a scoping review. *Disability and Rehabilitation: Assistive*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Technology, 19(2),</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> 474-485. Pribavljeno 1.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.tandfonline.com/doi/full/10.1080/17483107.2022.2099021</span>](https://www.tandfonline.com/doi/full/10.1080/17483107.2022.2099021)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Muraleedharan, A., JH, A., Vishwakarma, H., Kashyap, K., &amp; Biswas, P. (2024). Eye-Gaze-Enabled</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Assistive Robotic Stamp Printing System for Individuals with Severe Speech and Motor</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Impairment. In Companion Proceedings of the 29th International Conference on Intelligent</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">User Interfaces (pp. 24-29). Pribavljeno 9.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://dl.acm.org/doi/abs/10.1145/3640544.3645236</span>](https://dl.acm.org/doi/abs/10.1145/3640544.3645236)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">McNicholl, A., Casey, H., Desmond, D., &amp; Gallagher, P. (2021). The impact of assistive technology use</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">for students with disabilities in higher education: a systematic review. *Disability and*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">rehabilitation: Assistive Technology, 16(2),</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> 130-143. Pribavljeno 5.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.tandfonline.com/doi/abs/10.1080/17483107.2019.1642395</span>](https://www.tandfonline.com/doi/abs/10.1080/17483107.2019.1642395)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Nordström, T., Nilsson, S., Gustafson, S., &amp; Svensson, I. (2019). Assistive technology applications for</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">students with reading difficulties: special education teachers’ experiences and perceptions.</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Disability and Rehabilitation: Assistive Technology, 14(8),</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> 798-80. Pribavljeno 8.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.tandfonline.com/doi/10.1080/17483107.2018.1499142</span>](https://www.tandfonline.com/doi/10.1080/17483107.2018.1499142)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">O’Neill, S. J., Smyth, S., Smeaton, A., &amp; O’Connor, N. E. (2020). Assistive technology: Understanding</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">the needs and experiences of individuals with autism spectrum disorder and/or intellectual</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">disability in Ireland and the UK. *Assistive Technology*</span> <span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">32(5)</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">, 251–259.</span> <span lang="SK">Pribavljeno 18.12.2024.</span>

<span lang="SK">s</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span><span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://pubmed.ncbi.nlm.nih.gov/30668926/</span>](https://pubmed.ncbi.nlm.nih.gov/30668926/)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Onivehu, A. O., Ohawuiro, O. E., &amp; Oyeniran, B. J. (2017). Teachers' Attitude and Competence in the</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Use of Assistive Technologies in Special Needs Schools. *Acta Didactica Napocensia, 10(4)*, 21</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">32.</span> <span lang="SK">Pribavljeno 15.12.2024. s [<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://eric.ed.gov/?id=EJ1164985</span>](https://eric.ed.gov/?id=EJ1164985)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Pinjatela R., Bonetti, L. i Martinec, R. (2023). Perspektiva korisnika o uslugama asistivne tehnologije.</span>

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<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

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[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

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<table border="1" id="bkmrk-the-role-of-digital-" style="width: 100.119048%;"><tbody><tr><td style="width: 100%;">**<span lang="EN-GB" style="font-size: 14.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-bidi-font-style: italic;">Assistive technology in education of pupils with disabilities</span>**


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<table border="0" id="bkmrk-abstract-keywords-%C2%A0"><tbody><tr><td>##### **Abstract**

</td></tr><tr><td style="text-align: justify;">
<span lang="SK">Assistive technology has an important role in enhancing the educational experience of students with disabilities. This review paper explores various aspects of the use of assistive technology in teaching, emphasizing its importance and advantages. First of all, assistive technology is defined and its role in supporting students with disabilities is emphasized. Then, an overview of certain assistive technologies is provided, as well as their application for various educational purposes such as reading, writing, mathematics and communication. This paper analyses previous research related to the benefits of using assistive technology, such as increased independence and student motivation, and also challenges such as accessibility, training and financing. The role and readiness of teachers for the implementation of assistive technology in the classroom is also discussed. Finally, potential trends and areas for further research are identified. This review paper provides the basis for further understanding and application of assistive technology in education.</span>

  
</td></tr><tr><td>***Key words:***

</td></tr><tr><td><span lang="EN-GB"><span lang="SK">assistive technology; education; pupils with developmental disabilities</span></span>

</td></tr></tbody></table>

# Children's literature as an opportunity to learn about love through life situations

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.6738%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.2312%; height: 115.15px;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 99.905%; height: 106.9px;">## **Jovanka Dobre Denkova** 

*Goce Delcev University, Macedonia*

*jovanka.denkova@ugd.edu.mk*

</td></tr></tbody></table>

<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 42.9555%;">**Section - Education for social and cultural diversity**</td><td class="align-center" style="width: 19.4401%;">**Paper number: 23**</td><td style="width: 37.5805%;">**Category: Professional paper**

</td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 388.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Abstract**

</td></tr><tr style="height: 264.8px;"><td style="text-align: justify; width: 99.9048%; height: 264.8px;"><span lang="EN">Children's literature offers many opportunities for the education of young readers, if they are approached warmly, unobtrusively and as equals.</span> <span lang="EN">Literature is considered one of the most effective ways to educate young generations, so we can say that the collection of short stories "Winter Ice Cream" by Vasil Tocinovski is a work that nurtures positive values, such as tolerance, understanding, upbringing, attention to others, as well as</span> <span lang="EN">the role of the elderly (parents, grandparents) in fostering these values.</span> <span lang="EN">In this collection, the author talks about many thematically different events and situations, but what is their common denominator is - love.</span> <span lang="EN">Love is described in many forms: youthful love between two young people, first love, love for animals, for birds, caring for them, sibling love, parental love, love between parents and children and vice versa, as well as love between grandfathers/</span> <span lang="EN">grandmothers and their grandchildren and vice versa.</span><span lang="EN"> Tocinovski w</span><span lang="EN">rites about friendship, about the weight of the word, about how we treat others and about many other different and interesting things that affect every person, especially the young man, the child or the teenager, who is always rushing somewhere forward, usually rushing with his words and</span> <span lang="EN">actions, wanting to fly through time and grow up, the author clarifies many dilemmas for young readers.</span> <span lang="EN">It teaches them that time certainly and inevitably passes, bringing inevitable changes in the lives of people, especially children and young people.</span> <span lang="EN">At the same time, words and actions have their own weight.</span> <span lang="EN">The point for young readers is that in comings and goings there is a perfect order that leads a constant struggle with our desires and expectations and every moment is unique and unrepeatable, and the most sublime is the one shared with your loved ones.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Key words:***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;"><span lang="EN-GB">children’s literature,</span><span lang="EN"> ethical values, respect</span><span lang="MK">, </span><span lang="EN-US">tolerance</span><span lang="MK">.</span>

</td></tr></tbody></table>

<span class="rynqvb">**<span lang="EN" style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Introduction</span>**</span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The subject of this article is the book "Winter Ice Cream" by the famous Macedonian author Vasil Tocinovski.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">This book is just one small piece of his literary work, of his prolific writing activity.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">In his works, Tocinovski, through an interesting observation of the daily activities of young people, shows the dilemmas they face in the modern hectic life.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">A significant place is also occupied by the daily social and economic movements in the society, which have repercussions on the family and emotional life of young people.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The author covers current events from everyday life and the reflections of all those events on people, especially families</span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;"> </span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">(</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">Денкова, 2015, </span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">p. 1143)</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">.</span></span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">It shows incidents or events in which the characters/protagonists show positive values ​​in their relationships with other people.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Through such characters and works, children and young people should be helped to build relationships in accordance with their family values, help them understand the meaning of support in the family, and recognize how these family values ​​that should be nurtured by</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">early childhood will help them overcome certain obstacles or challenges they will encounter in later life (</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">Денкова, 2019)</span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">.</span></span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span>

<span class="rynqvb">**<span lang="EN" style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Idea-aesthetic analysis of the book</span>**</span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">If we analyze this collection of his stories, it will be easy to see that the author has identified several thematic areas, which are found in the stories from the collection "Winter Ice Cream".</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The author begins the depiction of childhood from the basic and primary environment in which the child grows and develops - the family.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">According to Tocinovski, the family is the "sacred" place where the child receives love and warmth, but also learns about family and general human values.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The family is the place where the child/adolescent receives unequivocal support. </span></span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; color: black;">Family and family environment is the first in which an infant takes birth and start learning, responding, and acting.<span style="mso-spacerun: yes;"> </span></span><span lang="EN-IN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-IN;">All the functions performed by a family revolve around values. Every aspect including ideas, thoughts, habits, traits, behavioural depictions taken from the family are those to which an individual gives importance or value. </span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;"><span style="mso-spacerun: yes;"> </span>For example, in the short story "Everyone on his own" (Тоциновски, 2021), the author Tocinovski masterfully and very </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">successfully imposes the theme of alienation in the modern family, of the weak or non-existent communication between its members.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="hwtze"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">He speaks abo</span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">ut the lack of time and even more attention on the part of parents for their children.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">By conveying to us the image of one ordinary family, the author teaches in a very simple way how it should not be.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The family is the basic cell and pillar of our society, and children are certainly ours and the future of that society.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">That is why it is necessary to appreciate and convey to them family values, such as respect, love, and understanding and teach them to preserve those values. Unconditional love and attention are what children need most.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Therefore, in this modern and fast-paced everyday life, parents should make an effort to always be available to their children, putting them where they deserve - in the foreground and in the first place.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">And not everyone alone, but all together as a complex and functional family. </span></span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The author Tocinovski portrays situations and relationships between children and adults with great lyricism, especially between parents and children.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">In the story after which the book is named “Winter Ice Cream”, the father’s love for his little daughter Rosica is evident. While the snow paralyzes life, he does the only thing that can make the child happy at that moment – ​​he takes her for ice cream: “My dad, my dad!</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">You are a truly great hero!</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">My hero!” (</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">Тоциновски, 2021, </span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">p. </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">51)</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">.</span></span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Perhaps one of the most touching stories that praises motherly love is the story "Mother's Cookies" in which we see the pain and shame of the boy Jovan, who lives in a boarding school.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">That shame even turns into physical pain at the moment of waiting for the package that is supposed to come from home, when he has to "be ashamed" of his classmates because of the poor package.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">And Jovan will suffer, before the worries of conscience because he will hide his mother's cookies: "... kneaded with black flour, filled with homemade apricot jam and sprinkled with powdered sugar" (</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">Тоциновски, 2021</span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">, p. </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">85).</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The shame will follow him all his life, but this time the shame because he was ashamed of his mother's cookies, soaked in her tears.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The pain will not leave him, even when he becomes the dean of the Faculty of Architecture: "Some things are never forgotten, even though the ones we love most have forgiven us long ago" (</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">Тоциновски, 2021</span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">, p. </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">85).The short story "Golden Butterflies" underlines even more the importance of mutual love and respect within the family, between the oldest and the youngest members, between grandchildren and their grandparents.</span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;"> </span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">The story </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">shows the love and respect of the granddaughter for her grandmother, who, due to her poor eyesight, sees the yellowed leaves that fall from the trees and resemble golden butterflies.</span></span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">It is evident that in the book, as the most frequent companions of the children, we encounter grandparents, who are the main propagators of family values, and at the same time transferors of cultural values.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">A striking example of this is the story entitled “About Grandma’s Brother”, in which the grandmother transmits her traditional values ​​through respect for her older brother, for whom she will cook the traditional dishes of their childhood</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">, </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">which does not go unnoticed by her granddaughter.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The girl Grozdanka, childishly naive, but also munificent, will remark to her grandmother: “You know, grandma, I have to tell you this.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">When Grandpa Konstantin, your brother, comes, you cook the most delicious </span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">jajchanik</span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">, turli-tava and aravania, right?” (</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">Тоциновски, 2021</span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">, p. </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">23</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">)</span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">.</span></span><span class="apple-style-span"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> </span></span><span class="tlid-translation"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Talking about the role of elders as educators, Muhammed Yusuf emphasizes their role as educators for physical health, but also about the cultural and mental health of grandchildren. Namely, through communication with the children who realize them through the narration of stories, on the one hand they can help the children learn, and on the other hand they get to know them with their ancestors, culture and religion.</span></span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> <span class="tlid-translation">In this educational mission, the older ones seem to overcome the negative experiences, because they are in the last stage of life, so they can protect their grandchildren from bad influences and behavior, to contribute to the development of their social skills with leisure activities. Of course, one should not neglect the fact that they own domestic skills, which young people (parents of children or children themselves) do not have</span></span><span class="tlid-translation"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> (Yusuf, 2014:</span></span><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> 337-342<span class="tlid-translation">)</span></span><span class="tlid-translation"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">.</span></span><span class="tlid-translation"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="alt-edited"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Taking care of the young generation contributes to long-term harmonious family relations, and on the other hand, they transmit cultural heritage to younger</span></span><span class="alt-edited"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> (Beland, Mills, 2001)</span></span><span class="alt-edited"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">.</span></span><span class="tlid-translation"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> Studies have shown that grandchildren can draw many positive benefits not only from observing direct communication with the elderly, but also from the stories and memories shared by their grandparents.</span></span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span><span class="tlid-translation"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">This includes, of course, other knowledge that children acquire and which are crucial in life, such as family models, about the important role of a woman in the family (though usually secondary and passive), for building family and social relationships, for friendship and joint recreational activities (playing cards, visiting a wrestling match in which the grandson participates, etc.)</span></span><span class="tlid-translation"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> (</span></span><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">Goodsell, Bates &amp; Behnke 2011:134-154)</span><span class="tlid-translation"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">.</span></span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> </span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">In the book "Winter Ice Cream", we are shown in a harmonious way the relationships between siblings, or rather between children within the family.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Sometimes, the difference between them is greater, so the older brothers or sisters are the main advisors to the younger ones, as in the story "Forgiveness is not a sin" where the older sister, the student Margarita, advises her younger brother Aleksandar how to behave when a conflict situation occurs at school: "My friend Tashko stepped on me during the big break, looked at me angrily and then pushed me to the ground with all his strength... There was no reason for his behavior like that. I was embarrassed in front of my friends and I wanted to cry, but I didn't give in. Especially not in front of the girls."</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The older sister's advice is especially valuable because it teaches the child understanding, mutual tolerance and forgiveness: "My dear, forgiveness doesn't change the past and what happened, but don't forget that only in this way can we move forward into the future" (</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">Тоциновски, 2021</span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">, p. </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">52-53)</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">. </span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">According to many studies, c</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">hildren may benefit directly from the learning,</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">company and affection that siblings can provide</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">each other. Siblings may be social, emotional,</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">language and cognitive assets from a child’s point of</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">view</span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> (</span></span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">de La Rochebrochard &amp; Joshi, 2013, p. 276-287)</span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">. </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">Research on</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">kindergarten children showed that children having</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">at least one sibling display higher social skills</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">(Downey</span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">,</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;"> Condron, 2004). Children with no</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">siblings may have low behavioural and social skills</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">(self-centred, less cooperative), perhaps because</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">doting parents bring them up to be “little</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">emperors” as suggested in the case of China’s One-Child policy (Cameron, Erkal, Gangadharan &amp; Meng,</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">2013). Younger siblings could benefit from their</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">older siblings as better agents of cognitive</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">development than immediate age-peers (Azmitia &amp;Hesser, 1993). In return, older siblings could benefit</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">from these teaching interactions, which are</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">considered as an important promoter of verbal</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">intellectual development for the “instructor” child</span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"> (Smith, 1993).</span></span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Another story, titled "To Ask the Heart", depicts the relationship between two brothers and their close bond while playing sports, or rather while running.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">In this, the older one is the one who advises the younger one and gives him valuable lessons about first love, but also about life: "My beautiful and intelligent brother, these are the dilemmas that need to be overcome and for them you only need to ask your heart. All your answers are hidden in it" (</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">Тоциновски, 2021</span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">, p. </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">77).</span></span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> The study of sibling influence in dating and romantic relationships is growing. Recently, <span class="MsoHyperlink"><span style="color: windowtext; text-decoration: none; text-underline: none;">[Doughty and colleagues (2013)](https://pmc.ncbi.nlm.nih.gov/articles/PMC3960080/#R10)</span></span> found significant associations among sibling and romantic relationship qualities and revealed the importance of examining sibling gender and gender constellation. For instance, there was a negative association between sibling conflict in adolescence and romantic relationship intimacy in late adolescence for girls, but not boys. Additionally, mixed-gender siblings reported greater intimacy with romantic partners than did same-gender siblings. From these findings, we see that siblings are important in romantic relationship development and more research needs to be done to discern the role of siblings</span> <span lang="MK" style="mso-ansi-language: MK;">(</span><span lang="SK">Killoren &amp; Roach, 2014</span><span lang="MK" style="mso-ansi-language: MK;">, 243)</span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">.</span>

<span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;"><span style="mso-spacerun: yes;"> </span></span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">First love is an inevitable theme in any work, whether it is about children, teenagers or adolescents.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">It appears suddenly, causing a storm of emotions and an inevitable change in their behavior.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Such changes are discussed in the story "First Love", in which Lenche confesses to her mother that she is very upset and trembling all over.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">She simply does not know what is happening to her, but she feels that she is not the same girl as before.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">A feeling has taken possession of her heart, which she cannot explain.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">With open eyes she sees the same face, and with closed eyes she dreams of it.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Her mother has the right answer to that, and it is - Lenche's first love: "Oh, dear child, that's more than just </span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">a first crush</span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">. You have true wealth. You have your first love" (</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">Тоциновски, 2021</span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">, p. </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">47).</span></span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The author did not fail to cover the period of the covid pandemic in several short stories.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The short story “What the Heart Feels” is very impressive, in which the author shows us life during the covid pandemic and the difficult changes that are happening in people's lives: "Suddenly the world showed how small and powerless it is. The pandemic subdued it and made it its most obedient servant. It made it smaller than a poppy seed"</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;"> (Тоциновски, 2021</span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">, p. </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">68).</span></span>

<span class="hwtze"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"><span style="mso-spacerun: yes;"> </span></span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The covid brings fear into people's souls, worms into thoughts, restlessness into longings and dreams.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Covid is also a theme in the short story “Time of Diseases and Epidemics”, through everyday situations among children with special needs from the Home for Social Concerns for its main characters.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">They are confused and taken aback, because they have to face many prohibitions and new rules for mutual communication.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">All that was natural for them to do, now they must not.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">They suddenly have to pay attention to many things, to protect themselves and others.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">They must not hug each other, play next to each other, and be careful before taking the toy from their friend.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">They have to wash their hands often, keep their distance, be careful how they cough and sneeze and a bunch of other things that are difficult and confusing for them to understand: "Suddenly they had to be careful about many things, to protect themselves and thus take care of the health of others. They were not allowed to play next to each other and were careful before taking a toy from a friend. Everywhere around them they could hear "keep your distance" and "wash your hands"</span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;"> (Тоциновски, 2021</span></span><span class="rynqvb"><span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN-US;">, p. </span></span><span class="rynqvb"><span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">12).</span></span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">How difficult it is for the children, you can see from the end of the story, when the child Nikola stands up in front of everyone, sneezes into his sleeve (because he should) and spreads his arms towards their beloved aunt Dose, saying that he has had enough of flu and corona and</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">asking to hug her tightly. Honestly, this story is deeply moving, precisely because in the time of the corona virus, most of all, people missed hugs.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">And when joy is shared or sadness is shared, it is done with a touch, with a hug, and that, more than anything, was mostly missing in the time described in the story.</span></span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span>

<span class="hwtze">**<span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span>**</span>

<span class="hwtze">**<span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Conclusion</span>**</span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">"Winter Ice Cream" is a collection of short stories in which the author describes in a simple, understandable and witty way many interesting incidents from the everyday life of big and small people, i.e. children.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The book consists of fifty-seven short stories spread over one hundred and twenty pages.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Their theme is the child and childhood located in an urban space and dynamic time, which in themselves create, that is, form an interesting and intriguing reading.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">Each story has its own characters-heroes, time and space.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The stories are written simply and clearly, wittily, with tenderness and warmth as the thought and meaning of the child and his world.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span>

<span class="rynqvb"><span lang="EN" style="mso-ansi-language: EN;">The author describes many thematically different events and incidents in this work of his.</span></span><span class="hwtze"><span lang="EN" style="mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ansi-language: EN;">Love is described in many forms.</span></span><span class="hwtze"><span lang="EN" style="mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ansi-language: EN;">Youthful love between two young people, first love, love for animals, for birds, caring for them, brotherly love, parental love, love between parents and children and vice versa, as well as love between grandparents and their grandchildren and vice versa.</span></span><span class="hwtze"><span lang="EN" style="mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ansi-language: EN;">The author Tocinovski also writes about camaraderie, friendship, the weight of words, behavior with others and many other different and interesting things that affect every person, especially a young person, child or teenager, who is always rushing somewhere forward, most often rushing with his words and actions, wanting to fly through time and grow up. Time certainly and inevitably passes, bringing inevitable changes in the lives of people, especially children and young people.</span></span><span class="hwtze"><span lang="EN" style="mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ansi-language: EN;">Words and actions have their own weight. Finally, we can conclude through the words of the author that in the comings and goings there reigns a perfect order that waged a constant battle with our desires and expectations, and every moment is unique and unrepeatable, and the most sublime is the one that is shared with our loved ones.</span></span>

<span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">This book by Vasil Tocinovski shows and proves in the best way that literature is valued only according to aesthetic values.</span></span><span class="hwtze"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;"> </span></span><span class="rynqvb"><span lang="EN" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: EN;">The author gave the readers a book that offers interesting insights and interpretations about man and word, time and space with the pivotal aesthetic dignity of the text as the supreme literary rule.</span></span>

<span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;"> </span>

**<span lang="MK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-ansi-language: MK;">References</span>**

<span lang="EN-US" style="font-size: 11.0pt;">Azmitia, M., &amp; Hesser, J. (1993). Why Siblings Are Important Agents of Cognitive Development: A Comparison of Siblings and Peers. *Child Development 64,* 430-444. <span style="mso-spacerun: yes;"> </span></span><span lang="EN-US">[<span style="font-size: 11.0pt;">http://www.jstor.org/stable/1131260</span>](http://www.jstor.org/stable/1131260)</span><span lang="EN-US" style="font-size: 11.0pt;"> 08.09.2024</span>

<span lang="EN-US" style="font-size: 11.0pt; mso-bidi-font-family: 'Times New Roman';">Beland, R.M., Mills, T.L. (2001). Positive Portrayal of Grandparents in Current Children’s Literature*,* *Journal of family issues,* (july), </span><span lang="EN-US">[<span style="font-size: 11.0pt; mso-bidi-font-family: 'Times New Roman';">https://www.researchgate.net/publication/249708126</span>](https://www.researchgate.net/publication/249708126)</span><span lang="EN-US" style="font-size: 11.0pt; mso-bidi-font-family: 'Times New Roman';">, 19.01.2019</span>

<span lang="DE" style="font-size: 11.0pt; mso-ansi-language: DE;">Cameron, L., Erkal, N., Gangadharan, L., &amp; Meng, X. (2013). </span><span lang="EN-US" style="font-size: 11.0pt;">Little emperors: behavioral impacts of China's One-Child Policy. *Science,* 339, 953-957. 10.11.2024</span>

<span lang="FR" style="font-size: 11.0pt; mso-ansi-language: FR;">de La Rochebrochard, E., &amp; Joshi, H. (2013). </span><span lang="EN-US" style="font-size: 11.0pt;">Siblings and child development. *Longitudinal and Life Course Studies*, *4*(3), 276-287. doi:10.14301/llcs.v4i3.248, 22.10.2024</span>

<cite><span lang="SK" style="font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman';">Doughty SE, McHale SM, Feinberg ME. Sibling experiences as predictors of romantic relationship qualities in adolescence. Journal of Family Issues. 2013 doi: 10.1177/0192513X13495397.</span></cite><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> <span class="MsoHyperlink">[https://doi.org/10.1177/0192513X13495397](https://doi.org/10.1177/0192513X13495397) </span><span class="MsoHyperlink"><span style="color: windowtext; text-decoration: none; text-underline: none;">09.10.2024</span></span></span>

<span lang="EN-US" style="font-size: 11.0pt;">Downey, D.B., &amp; Condron, D.J. (2004). Playing Well with Others in Kindergarten: The Benefit of Siblings at Home. *Journal of Marriage and Family,* 66, 333-350. 19.10.2024</span>

<span lang="EN-US" style="font-size: 11.0pt; mso-bidi-font-family: 'Times New Roman';">Goodsell, T.L., Bates J.S. and Behnke, A.O. (2011). Fatherhood Stories: Grandparents, grandchildren and gender differences*,* *Journal of Social and Personal Relationships*, 28 (I),p. 134-154, DOI: 10.1177/0265407510386447, 09.12.2024</span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Killoren, S. E., &amp; Roach, A. L. (2014). Sibling conversations about dating and sexuality: Sisters as confidants, sources of support, and mentors. *Family Relations*, *63*(2), 232-243. </span><span lang="SK">[<span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">https://doi.org/10.1111/fare.12057</span>](https://doi.org/10.1111/fare.12057)</span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="mso-spacerun: yes;"> </span>11.10.2024</span>

<span lang="EN-US" style="font-size: 11.0pt;">Smith, T.E. (1993). Growth in Academic Achievement and Teaching Younger Siblings. *Social Psychology Quarterly 56, 7*7-85. </span><span lang="EN-US">[<span style="font-size: 11.0pt;">https://doi.org/10.2307/2786647</span>](https://doi.org/10.2307/2786647)</span><span lang="EN-US" style="font-size: 11.0pt;"> 09.09.2024</span>

<span lang="MK" style="font-size: 11.0pt; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: MK;">Yusuf, M. (2014). Grandparents As Educators: A study of Socio-Cultural and Religion perspectives, *Procedia –Social and Behavioral* </span>*<span lang="EN-US" style="font-size: 11.0pt; mso-bidi-font-family: 'Times New Roman';">Sciences, 140</span>*<span lang="EN-US" style="font-size: 11.0pt; mso-bidi-font-family: 'Times New Roman';">, 2014, p.337-342. </span><span lang="EN-US">[<span style="font-size: 11.0pt; mso-bidi-font-family: 'Times New Roman';">https://www.researchgate.net/publication/270846296</span>](https://www.researchgate.net/publication/270846296)</span><span class="MsoHyperlink"><span lang="EN-US" style="font-size: 11.0pt; mso-bidi-font-family: 'Times New Roman';">, </span></span><span class="MsoHyperlink"><span lang="EN-US" style="font-size: 11.0pt; mso-bidi-font-family: 'Times New Roman'; color: windowtext; text-decoration: none; text-underline: none;">10.12.2024</span></span>

<span lang="MK" style="font-size: 11.0pt; mso-ansi-language: MK;">Денкова, J. (2015). Семејството и семејните вредности во современата македонска книжевност за деца и млади. In: *Втора меѓународна научна конференција „Општествените промени во глобалниот свет“*, Штип: Универзитет „Гоце Делчев“, Р.Македонија, 1143-1160, </span><span lang="EN-US">[<span lang="MK" style="font-size: 11.0pt; mso-ansi-language: MK;">https://eprints.ugd.edu.mk/id/eprint/14944</span>](https://eprints.ugd.edu.mk/id/eprint/14944)</span><span class="MsoHyperlink"><span lang="MK" style="font-size: 11.0pt; mso-ansi-language: MK;">, </span></span><span class="MsoHyperlink"><span lang="MK" style="font-size: 11.0pt; color: windowtext; mso-ansi-language: MK; text-decoration: none; text-underline: none;">10.10.2024</span></span>

<span lang="MK" style="font-size: 11.0pt; mso-ansi-language: MK;">Денкова, Ј. (2019). *Адолесцентската литература- нејзините перспективи и проблеми* , Предавање на тема за адсолесцентска литература и средба со писателот Горјан Петревски, Штип: Филолошки факултет, Универзитет „Гоце Делчев“, </span><span lang="EN-US">[<span lang="MK" style="font-size: 11.0pt; mso-ansi-language: MK;">https://eprints.ugd.edu.mk/id/eprint/24383</span>](https://eprints.ugd.edu.mk/id/eprint/24383)</span><span lang="MK" style="font-size: 11.0pt; mso-ansi-language: MK;"> 11.10.2024</span>

<span lang="MK" style="font-size: 11.0pt; mso-ansi-language: MK;">Tоциновски, B. (2021). *Зимски сладолед*. Скопје: Феникс.</span>

<span lang="MK" style="font-size: 11.0pt; mso-ansi-language: MK;"> </span>

# Stavovi i mišljenja budućih učitelja o pripadnicima etničkih manjina i migrantima

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.7178%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.3139%; height: 115.15px;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.032%; height: 106.9px;">## **<span lang="EN-US">Željka Knežević, Ana Krleža Šenjug </span>**

*<span lang="EN-US">Učiteljski fakultet Sveučilišta u Zagrebu, Hrvatska</span>*

*zeljka.knezevic@ufzg.hr*

</td></tr></tbody></table>

<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 49.6289%;">**Sekcija - Odgoj i obrazovanje za socijalnu i kulturnu raznolikost**</td><td class="align-center" style="width: 12.7667%;">**Broj rada: 24**</td><td style="width: 37.5805%;">**Kategorija članka: Izvorni znanstveni rad**

</td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 388.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Sažetak**

</td></tr><tr style="height: 264.8px;"><td style="text-align: justify; width: 99.9048%; height: 264.8px;"><span style="mso-ansi-language: HR;">Procesi globalizacije, migracija i povećane mobilnosti pojedinaca čine zemlje diljem svijeta jezično i kulturno sve raznolikijima. Te se društvene promjene izravno odražavaju na obrazovne sustave u kojima su učitelji pred izazovom da se uspješno nose s različitostima u svom poučavanju te osposobe učenike za život u multikulturnom okruženju. </span><span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">S obzirom na to da je profesionalno djelovanje učitelja pod snažnim utjecajem njihovih stavova, cilj je ovoga rada bio ispitati stavove i mišljenja budućih učitelja razredne nastave o pripadnicima etničkih manjina i migranata kao potencijalnih pripadnika učeničke populacije u nastavnoj praksi.</span>

<span style="mso-ansi-language: HR;">Pomoću Bogardusove skale ispitana je socijalna distanca studenata završnih godina učiteljskih studija Učiteljskog fakulteta Sveučilišta u Zagrebu (N = 122) prema pripadnicima manjina i migrantima u Republici Hrvatskoj. Dodatno su provedeni grupni intervjui s dvije skupine studentica (N = 5 i N = 6) u kojima su ispitana njihova mišljenja o različitosti u društvu, pripadnicima manjina i migranata u Hrvatskoj, različitosti u obrazovanju te o njihovoj pripremljenosti za ophođenje s različitosti u nastavi. Rezultati ukazuju na načelno pozitivne stavove budućih učitelja prema pripadnicima drugih narodnosti, ali i vrlo stereotipna razmišljanja o narodima koji čine nacionalne manjine u Hrvatskoj te etnocentrična stajališta prema pojedinim migrantskim skupinama. Iako različitost u školskom okruženju smatraju pozitivnom pojavom, ispitanici su mišljenja da ih studij nije pripremio za rad u jezično i kulturno različitim razredima. Opisani nalazi ukupno gledano upućuju na potrebu za snažnijim adresiranjem ovih pitanja u inicijalnom obrazovanju učitelja. </span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Ključne riječi:***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">inicijalno obrazovanje učitelja; jezična i kulturna raznolikost; socijalna distanca; različitost

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**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Uvod</span>**

<span style="mso-ansi-language: HR;">Društva pojedinih zemalja članica Europske unije sve su raznolikija posljednjih godina uslijed sve veće mobilnosti europskih građana i sve intenzivnije migracije osoba iz neeuropskih zemalja. Tako jezična i kulturna raznolikost postaje u sve većoj mjeri značajno obilježje svake pojedine zemlje, a ne samo Europske unije u cjelini. Prema podatcima Eurostata (usp. mrežne stranice Eurostata) broj se imigranata u Europsku uniju u 2022. godini povećao za 117 % u odnosu na 2021. godinu, a migracije stanovništva između različitih zemalja članica EU u istom razdoblju za 7 %. Ukupno najveći broj imigracija u 2022. godini bilježe Njemačka (2,1 milijun), Španjolska (1,3 milijuna), Francuska (0,4 milijuna) i Italija (0,4 milijuna). Iako broj imigranata u Republiku Hrvatsku nije ni približno toliko velik kao u spomenute zemlje (70.000), Hrvatska, jednako kao i sve druge zemlje Unije, prema podatcima Eurostata u 2022. godini ima veći broj imigracija nego emigracija u usporedbi s 2021. godinom. Općenito se broj imigracija u Hrvatsku u posljednjih nekoliko godina značajno povećava te je i u 2023. godini zabilježen znatno veći broj doseljenog stanovništva u odnosu na odseljeno stanovništvo (usp. mrežne stranice Državnog zavoda za statistiku). Opisani trendovi pokazuju da se postojeća jezična i kulturna raznolikost u Hrvatskoj, kojoj uz većinsko stanovništvo doprinose pripadnici etničkih manjina, u posljednjih nekoliko godina sve intenzivnije proširuje i jezicima i kulturama migranata. Pritom se u ovom radu pojam migranti odnosno migrant u skladu s definicijom Međunarodne organizacije za migracije (*International* *Organization for Migration*, 2019, str. 132) koristi u značenju „krovni pojam, koji nije definiran međunarodnim pravom, a odražava opće, nespecijalizirano shvaćanje osobe koja se udaljava od svog uobičajenog mjesta prebivališta, bilo unutar granica jedne države ili preko međunarodne granice, privremeno ili trajno, i to iz različitih razloga.”</span>

<span lang="SK">Povećana jezična i kulturna raznolikost intenzivira različitost pojedinog društva općenito. Različitost je vrlo slojevit i složen pojam te se u znanstvenoj literaturi sagledava iz različitih perspektiva i definira na različite načine (Puttick i sur., 2021). No</span><span style="mso-ansi-language: HR;">, neovisno o perspektivi, različitost u svojoj srži podrazumijeva da se pojedinci mogu razlikovati od drugih na temelju svojih osobnih karakteristika (usp. Arnesen i sur., 2010; Mazziotta i sur., 2016). Te karakteristike u najširem smislu, osim jezika i rase ili etničke pripadnosti, uključuju i spol, boju kože, vjeru ili uvjerenje, političko ili bilo koje drugo mišljenje, pripadnost nacionalnoj manjini, tjelesne sposobnosti, socioekonomsko podrijetlo, zemljopisno podrijetlo, kognitivne sposobnosti, dob i seksualnu orijentaciju te rodni identitet (usp. European Union, 2023). </span>

<span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">Prihvaćanje različitosti te poštovanje i uvažavanje drugog i drugačijeg ključno je za očuvanje socijalne kohezije i stvaranje inkluzivnog društva u kojem svaki pojedinac ima jednake mogućnosti (Šenjug Krleža i Knežević, 2024). Jednu od najvažnijih uloga u stvaranju takvog društva svakako ima obrazovanje čija je uloga u tom kontekstu dvojaka. Društvene se okolnosti odražavaju na obrazovne sustave pa tako povećana različitost u društvu znači i povećanu različitost u odgojno-obrazovnim institucijama. Stoga, obrazovni sustavi s jedne strane moraju naći primjeren odgovor na rastuću različitost u njima samima shvaćajući različitost kao dodanu vrijednost, a ne kao prepreku, a s druge strane imaju zadatak osposobiti sve učenike za život u multikulturnom okruženju (Knežević, 2024). Uspjeh navedenoga u najvećoj mjeri ovisi o učiteljima, točnije o njihovoj spremnosti da poštuju, razumiju i prihvate učenike različitih etničkih pripadnosti i različite kulturne pojavnosti u razredu te o razvijenosti učiteljskih kompetencija za međukulturno obrazovanje (Wang i sur., 2022). </span>

<span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">Profesionalno djelovanje učitelja pod snažnim je utjecajem njihovih stavova (Gay, 2002; Sakarneh, 2023; Žero i Pižorn, 2022). U skladu s time i uspješna integracija jezično i kulturno različitih učenika u obrazovni sustav i društvenu okolinu ovisi o stavovima učitelja prema njima (Chiofalo i sur., 2019; Wang i sur., 2022). Osim uspješne integracije u obrazovanje i društvo, o učiteljima također ovise i obrazovna postignuća učenika pripadnika etničkih manjina i migranata. Naime, uvjerenja učitelja o kulturnom i lingvističkom porijeklu učenika imaju utjecaj na sve segmente učenja tih učenika kao i na njihov akademski uspjeh (Pettit, 2011; V</span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">á</span><span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">zquez-Montilla i sur., 2014). Kako ističu Fitzpatrick i sur. (2015), uspostavljanje bliskih i podržavajućih odnosa učitelja s učenicima potiče pozitivan razvoj učenika, a stereotipi i predrasude koje učitelji mogu imati prema određenim skupinama učenika mogu predstavljati prepreku ostvarenju pozitivnih odnosa. Također, pozitivni stavovi učitelja prema kulturno različitim učenicima ujedno znače i veća očekivanja učitelja od tih učenika, dok s druge strane negativni stavovi učitelja dovode do niskih očekivanja (Gay, 2002; Wang i sur., 2022). Na taj se način potiče marginalizacija kulturno različitih učenika i umanjuju se mogućnosti za njihovo kvalitetno obrazovanje (Walker i sur. 2004; OECD, 2016). </span>

<span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">S obzirom na njihovu važnost za školski uspjeh i integraciju jezično i kulturno različitih učenika, stavovi učitelja prema toj učeničkoj populaciji bili su do sada predmet brojnih znanstvenih istraživanja koja pokazuju slične trendove (usp. npr. Abacioglu i sur., 2020; Fine-Davis i Faas, 2014; Forrest i sur., 2017; Lee i sur., 2007; Rodriguez-Izquierdo i sur., 2020; Soriano i Cala, 2019; Youngs i Youngs, 2001). Stavovi učitelja prema učenicima kojima se obiteljski jezik razlikuje od jezika školovanja većinom su pozitivni ili neutralni (usp. npr. Soriano i Cala, 2019; Walker i sur. 2004; Taylor i sur., 2016). Manje razlike u stavovima utvrđene su u određenim istraživanjima s obzirom na profesionalnu ulogu ispitanika (npr. učitelji razredne nastave i predmetni učitelji) (Pulnix i sur., 2015; Rodriguez-Izquierdo i sur., 2020; Youngs i Youngs, 2001). Rezultati isto tako pokazuju da učitelji, pri čemu žene u većoj mjeri od muškaraca, imaju visoku razinu empatije prema učenicima imigrantima (Chiofalo i sur., 2019; Soriano i Cala, 2019). Pojedinim istraživanjima utvrđeno je i da učitelji koji rade u školama s većom jezičnom i kulturnom raznolikošću posjeduju pozitivnije multikulturne stavove (Abacioglu i sur., 2020) te rad s etničkim manjinama i migrantima smatraju manje izazovnim od učitelja koji rade u kulturno homogenijim školama (Fine Davis i Faas, 2014). Walker i sur. (2004) konstatiraju da učitelji inicijalno nemaju negativne stavove prema učenicima kojima se obiteljski jezik razlikuje od jezika školovanja, nego da se takvi stavovi oblikuju kod onih učitelja koji nisu tijekom svog inicijalnog obrazovanja adekvatno pripremljeni za rad s jezično i kulturno različitim učenicima. Također, stavovi učitelja podložni su utjecaju postojećih društvenih stereotipa i predrasuda prema određenim skupinama u društvu kao i utjecaju lokalnih i nacionalnih politika u tom kontekstu (Pettit, 2011; Pulnix i sur., 2015). S tim u vezi Walker i sur. (2004, str. 131) ističu: „kao članovi zajednica u kojima žive, učitelji ne mogu izbjeći utjecaj dominantnih društvenih stavova. Kada učitelji internaliziraju dominantne društvene poruke, unose ih izravno u svoje škole i učionice“. </span>

<span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">U Hrvatskoj su društveni stavovi prema imigrantima u posljednjih nekoliko godina doživjeli određene promjene. Tako je Europsko društveno istraživanje iz 2021. godine</span><span lang="SK" style="mso-bidi-font-family: Aptos;"> (mrežne stranice ESS Portala)</span><span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;"> pokazalo da je 60 % Hrvata tada bilo otvoreno za doseljavanje stranaca, uključujući one koji su rasno i etnički različiti, te da iskazuju neutralan stav o posljedicama useljavanja stranaca na uvjete života u Hrvatskoj (usp. Faktograf, 23. veljače 2024.). Svega tri godine kasnije, nakon što je broj doseljenog stanovništva u Republiku Hrvatsku porastao, u istraživanju o stavovima hrvatskih građana o imigrantima provedenom na reprezentativnom uzorku, trećina građana Hrvatske smatra da imigranti ugrožavaju njihova radna mjesta, povećavaju razinu kriminala i narušavaju socijalni sustav u zemlji. Pritom, gotovo polovica građana pokazuje ekstreme u svojim stavovima, zbog čega Erik Brezovec, jedan od provoditelja istraživanja, za dnevne novine Jutarnji list izjavljuje da se time riskira “izgradnja ozračja koje onemogućava dijalog i bilo kakvu funkcionalnu integraciju radnih migranata u hrvatsko društvo” (Jutarnji list, 12. ožujka 2024.).</span>

<span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">Imajući na umu podložnost učitelja dominantnim društvenim stavovima kao i sve prethodno spomenute spoznaje proizašle iz inozemnih znanstvenih istraživanja u ovom području, odlučili smo istražiti stavove budućih učitelja prema pripadnicima etničkih manjina i migranata kao potencijalnih pripadnika učeničke populacije s kojom će se ispitanici sresti u svojoj nastavnoj praksi. Dva su motiva utjecala na ovu odluku. Prvi je motiv nedostatak sličnih istraživanja među učiteljima u Republici Hrvatskoj, naime do sada su stavovi prema pripadnicima drugih etničkih skupina najčešće istraživani među učenicima i/ili odraslim građanima (usp. npr. Blažević Simić, 2011; Čorkalo Biluški i sur., 2019; Pavlović i sur., 2022), dok su učitelji bili sudionici u istraživanjima koja su ispitivala njihove stavove i uvjerenja o različitosti općenito ili samo o pojedinim karakteristikama različitosti (usp. npr. Baranović i Jugović, 2011; Filipović, 2015; Knežević, 2024; Skočić Mihić i sur., 2016). Drugi je motiv što smo kao visokoškolske nastavnice, koje sudjeluju u izradi studijskih programa za obrazovanje učitelja, željele steći uvide u eventualne potrebe za modifikacijom njihovog inicijalnog obrazovanja. Naime, prethodna međunarodna istraživanja pokazuju da kolegiji usmjereni, između ostalog, na multikulturno obrazovanje i razvoj znanja i vještina za poučavanje jezika školovanja kao drugog i inog jezika mogu spriječiti ili smanjiti negativne stavove učitelja i pozitivno utjecati na njihovo profesionalno djelovanje u radu s jezično i kulturno različitim učenicima (usp. Youngs i Youngs, 2001; Walker i sur., 2004). </span>

<span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;"> </span>

**<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Aptos; mso-ansi-language: HR;">Istraživanje</span>**

<span style="mso-ansi-language: HR;">S obzirom na sve prethodno navedeno, ciljevi provedenog istraživanja bili su sljedeći: </span>

1. <span style="mso-ansi-language: HR;">Pomoću Bogradusove skale socijalne distance istražiti stavove budućih učitelja razredne nastave prema pripadnicima etničkih manjina i migrantima.</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span style="mso-ansi-language: HR;">Ispitati mišljenja budućih učitelja razredne nastave o različitosti u Hrvatskoj i o pripadnicima etničkih manjina i migrantima.</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span style="mso-ansi-language: HR;">Ispitati mišljenja budućih učitelja o različitosti u školi i o pripremljenosti za ophođenje s različitosti tijekom studija.</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;"> </span>

***<span style="mso-ansi-language: HR;">Postupak istraživanja i instrumenti</span>***

<span style="mso-ansi-language: HR;">Istraživanje je provedeno u akademskoj godini 2022./2023. i 2023./2024. u sklopu znanstvenog institucijskog projekta. Socijalna distanca istražena je upitnikom, a mišljenja budućih učitelja ispitana su pomoću grupnog intervjua. Upitnik je, osim Bogardusove skale socijalne distance, uključivao i pitanja vezana za sociodemografske podatke ispitanika kao što su spol, studijski program, nacionalnost, vjersko opredjeljenje i sl. Bogardusova skala sastojala se od ukupno sedam tvrdnji koje su predstavljale kontinuum od najvećeg stupnja bliskosti koji je osoba spremna prihvatiti u odnosima s pripadnicima određene skupine pa sve do neprijateljskih odnosa, odnosno protjerivanja iz zemlje. Ispitanici su odgovorima *da* i *ne* označavali spremnost za prihvaćanje pripadnika drugih etničkih skupina kao bračnog druga, bliskog prijatelja, susjeda, kolegu, državljanina RH, posjetitelja u RH ili spremnost da osobu prognaju iz RH. Pripadnici etničkih skupina za koje su ispitanici određivali prihvatljivost pojedinog odnosa određeni su na temelju podataka iz Popisa stanovništva 2021. (usp. mrežne stranice Državnog zavoda za statistiku), prema kojemu su Albanci, Talijani, Srbi i Romi činili najveći broj pripadnika nacionalnih manjina, a Afganistanci, Sirijci i Iračani bili najbrojnije narodnosti koje su tražile azil u RH.</span>

<span style="mso-ansi-language: HR;">Grupni intervjui s budućim učiteljima provedeni su na temelju unaprijed pripremljenog istraživačkog protokola koji je obuhvaćao tri tematska područja. Prvo područje odnosilo se na mišljenja ispitanika o različitosti hrvatskog društva, drugo na mišljenja o pripadnicima pojedinih narodnosti koje su bile uključene i u ispitivanje socijalne distance, a treće područje obuhvaćalo je pitanja usmjerena na mišljenja budućih učitelja o različitosti u školi te na njihovu pripremljenost za ophođenje s različitošću tijekom studija. Okvirno trajanje pojedinog grupnog intervjua bilo je sat vremena. <span style="mso-spacerun: yes;"> </span></span>

***<span style="mso-ansi-language: HR;">Ispitanici </span>***

<span style="mso-ansi-language: HR;">U dijelu istraživanja u kojem se pomoću upitnika ispitivala socijalna distanca sudjelovalo je ukupno 122 studenata Učiteljskog fakulteta Sveučilišta u Zagrebu, od toga 118 studentica i 8 studenata, dok se dvoje ispitanika nije izjasnilo o spolu (usp. tablicu 1). Ispitani su studenti Učiteljskog studija s modulima i studenti Učiteljskog studija sa smjerovima. Oba studija kvalificiraju studente za rad na mjestu učitelja/učiteljica razredne nastave u osnovnoj školi. Studenti Učiteljskog studija s modulima, ovisno o modulu koji studiraju, stječu dodatne kvalifikacije u području odgojnih znanosti, hrvatskog jezika, likovne kulture ili informatike. Studenti Učiteljskog studija sa smjerom engleski ili njemački jezik, uz kvalifikaciju za rad u razrednoj nastavi, stječu i kvalifikaciju za poučavanje engleskog ili njemačkog jezika od 1. do 8. razreda osnovne škole. Gotovo svi ispitanici, izuzev dvoje, navode da su hrvatske nacionalnosti. Također 97 ispitanika se izjašnjavaju kao katolici, dok se ostali nisu htjeli izjasniti ili su naznačili pripadnost nekoj drugoj religiji odnosno izjasnili su se kao ateisti. Većina ispitanika (118) navodi da je cijeli svoj dosadašnji život provela u Hrvatskoj, troje ispitanika da su dio života živjeli u Europi, a jedan ispitanik/ispitanica na ovo pitanje nije dao/dala odgovor. Isto tako više od polovice ispitanika odgovara da nema obitelj i prijatelje koji žive u inozemstvu. </span>

<span style="mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Tablica 1. </span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Sociodemografski podatci sudionika u ispitivanju upitnikom</span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-spol-%C5%BDensko-112-%C2%A0-mu" style="border-collapse: collapse; border: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 99.9pt; border: none; border-top: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="133"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; color: #595959; mso-ansi-language: HR;">Spol</span>

</td><td style="width: 225.0pt; border: none; border-top: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="300"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Žensko </span>

</td><td style="width: 94.5pt; border: none; border-top: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="126"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">112</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 99.9pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="133"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; color: #595959; mso-ansi-language: HR;"> </span>

</td><td style="width: 225.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="300"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Muško</span>

</td><td style="width: 94.5pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="126"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">8</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 99.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="133"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; color: #595959; mso-ansi-language: HR;"> </span>

</td><td style="width: 225.0pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="300"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Bez odgovora</span>

</td><td style="width: 94.5pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="126"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">2</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 99.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="133"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; color: #595959; mso-ansi-language: HR;">Dob</span>

</td><td style="width: 225.0pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="300"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

</td><td style="width: 94.5pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="126"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">21-25</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 99.9pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="133"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; color: #595959; mso-ansi-language: HR;">Godina studija</span>

</td><td style="width: 225.0pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="300"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">4.</span>

</td><td style="width: 94.5pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="126"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">61</span>

</td></tr><tr style="mso-yfti-irow: 5;"><td style="width: 99.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="133"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; color: #595959; mso-ansi-language: HR;"> </span>

</td><td style="width: 225.0pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="300"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">5.</span>

</td><td style="width: 94.5pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="126"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">61</span>

</td></tr><tr style="mso-yfti-irow: 6;"><td style="width: 99.9pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="133"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; color: #595959; mso-ansi-language: HR;">Studijski program</span>

</td><td style="width: 225.0pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="300"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Učiteljski studij s modulima</span>

</td><td style="width: 94.5pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="126"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">60</span>

</td></tr><tr style="mso-yfti-irow: 7; mso-yfti-lastrow: yes;"><td style="width: 99.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="133"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

</td><td style="width: 225.0pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="300"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Učiteljski studij - smjer engleski ili njemački jezik </span>

</td><td style="width: 94.5pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="126"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">62</span>

</td></tr></tbody></table>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">U grupnim intervjuima sudjelovali su studenti koji su bili ispitanici i u dijelu istraživanja koje se provodilo putem upitnika. Studentima je preko zajedničkih e-adresa upućen poziv za sudjelovanje i u ovom dijelu istraživanja. Sudjelovanje u grupnim intervjuima bilo je dobrovoljno, a svim sudionicima osigurana je potpuna anonimnost. Sudionici su unaprijed upoznati s ciljevima i metodama istraživanja. Na početku intervjua ispitanici su dali pristanak za zvučno snimanje razgovora. Radilo se o namjernom uzorku te su sa studentima svakog studijskog programa vođene zasebne grupne diskusije. Naime, s obzirom na profil učitelja koji obrazuje, Učiteljski studij sa smjerovima u većoj mjeri obuhvaća sadržaje vezane za pitanja kulture i razvoja međukulturne kompetencije, negoli Učiteljski studij s modulima (usp. Knežević, 2017). U skladu s time očekivane su razlike u mišljenjima sudionika pojedinoga grupnog intervjua o jezičnoj i kulturnoj raznolikosti. U grupnim je intervjuima ukupno sudjelovalo 11 osoba, 10 ih se izjasnilo da su ženskoga spola i jedna se osoba izjasnila kao *queer.* Sve su ispitanice u uvodnom dijelu razgovora navele kako cijeli život žive u Hrvatskoj, a samo nekoliko njih da imaju rodbinu koja živi u inozemstvu. </span>

**<span style="mso-ansi-language: HR;"> </span>**

***<span style="mso-ansi-language: HR;">Analiza podataka</span>***

<span style="mso-ansi-language: HR;">Pomoću programa SPSS izračunati su deskriptivni statistički parametri za socijalnu distancu. Podatci prikupljeni u grupnim intervjuima koji su zabilježeni zvučnim zapisom transkribirani su i analizirani pomoću teorijske tematske analize (Braun i Clarke, 2006). Kao alat za analizu korišten je softver Nvivo12 pomoću kojega su dijelovi transkripata kodirani i svrstavani u tematske okvire. </span>

<span style="mso-ansi-language: HR;"> </span>

**<span style="font-size: 12.0pt; mso-ansi-language: HR;">Rezultati </span>**

<span style="mso-ansi-language: HR;">U nastavku se prikazuju dobiveni rezultati prema postavljenim istraživačkim ciljevima. U skladu s time najprije slijedi prikaz rezultata ispitivanja socijalne distance, a zatim prikaz rezultata dobivenih grupnim intervjuima sa studenticama završnih godina učiteljskih studija na Učiteljskom fakultetu Sveučilišta u Zagrebu. </span>

<span style="mso-ansi-language: HR;"> </span>

***<span style="mso-ansi-language: HR;">Socijalna distanca prema etničkim manjinama i migrantima</span>***

<span style="mso-ansi-language: HR;">Iz vrijednosti prikazanih u grafičkom prikazu 1 vidljivo je da ukupno gledano ispitanici najveći stupanj prihvaćanja iskazuju prema pripadnicima talijanske manjine, a u usporedbi sa svim ostalim narodnostima, najniži stupanj prihvaćanja iskazuju prema pripadnicima romske manjine. Nakon Talijana ispitanici u najvećoj mjeri prihvaćaju pripadnike srpske manjine, a u manjoj mjeri pripadnike albanske manjine. Budućim je učiteljima kolegijalni odnos najprihvatljiviji odnos s pripadnicima gotovo svih etničkih manjina, izuzev s Romima koje bi najveći broj ispitanika (95.6 %) u najvećoj mjeri prihvatio kao sudržavljane. Izrazito mali broj ispitanika aktivno odbija bilo kakve odnose s navedenim narodnostima, odnosno izražava stav da bi ih izgnao iz države. Zanimljivo je pritom da bi najveći udio ispitanika (2.5 %) iz države izgnao pripadnike srpske nacionalne manjine. U najbliskiji odnos, onaj supružnički, najveći broj ispitanika (70.5 %) stupio bi s pripadnicima talijanske manjine, zatim s pripadnicima srpske manjine (56.6 %), potom s pripadnicima albanske manjine (39.3 %), dok bi s Romom ili Romkinjom u eventualni brak stupilo 24.6 % ispitanika.</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Grafikon 1</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Socijalna distanca prema etničkim manjinama u %</span>

<span lang="SK" style="mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-7ihyqcyc.png)</span>

**<span style="mso-ansi-language: HR;"> </span>**

<span style="mso-ansi-language: HR;">Kada je riječ o prihvaćanju migranata ukupno gledano, budući učitelji, među ponuđenim narodnostima najveći stupanj prihvaćanja pokazuju prema Iračanima. Slijede Afganistanci, a najniži stupanj prihvaćanja pokazuju prema Sirijcima (usp. grafički prikaz 2). Ispitanicima je kao i s pripadnicima nacionalnih manjina najprihvatljiviji odnos s migrantima također onaj kolegijalni, dok su im supružnički odnosi u podjednakoj mjeri neprihvatljivi sa svim ponuđenim narodnostima. Tako bi u brak s Iračaninom ili Iračankom stupilo 31.1 % ispitanika, s Afganistancem ili Afganistankom 30.3 % ispitanika, a sa Sirijcem ili Sirijkom 29.5 % ispitanika. Izrazito je mali broj budućih učitelja izrazio stav da bi pripadnike ovih populacija izgnao iz države, pritom bi podjednak broj ispitanika (2.5 %) izgnao Iračane i Afganistance, dok bi nešto manji broj ispitanika (1.6 %) izgnao Sirijce. </span>

<span style="mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Grafikon 2</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Socijalna distanca prema migrantima u %</span>

<span style="mso-ansi-language: HR;"> </span>

<span lang="SK" style="mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-qjujykn3.png)</span>

<span style="mso-ansi-language: HR;">Vrijednosti prikazane u grafičkim prikazima 1 i 2 pokazuju da budući učitelji ukupno gledano izražavaju visok stupanj prihvaćanja pripadnika drugih narodnosti. Nešto je viši stupanj prihvaćanja pripadnika nacionalnih manjina od pripadnika migranata. Obje su skupine ispitanicima podjednako prihvatljive kao kolege, susjedi i posjetitelji u Hrvatskoj. Međutim, kada je riječ o mogućem stupanju u brak, prijateljskim odnosima ili prihvaćanju pojedinih narodnosti kao državljana u RH, budući učitelji pokazuju veći stupanj otvorenosti prema pripadnicima nacionalnih manjina, nego prema pripadnicima migranata. </span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">U nastavku se prikazuju rezultati dobiveni u kvalitativnom dijelu istraživanja. S obzirom na to da je u analizi podataka prikupljenih u grupnim intervjuima korišten deduktivni pristup, tematska područja dobivena u postupku analize podudaraju se s tematskim područjima istraživačkog protokola te se tim redoslijedom prikazuju i rezultati. Za svako tematsko područje izdvojene su podtedme u koje su svrstani odgovori ispitanica, a za ilustraciju se uz svaku podtemu prikazuju i primjeri odgovarajućih kodova. </span>

<span style="mso-ansi-language: HR;"> </span>

***<span style="mso-ansi-language: HR;">Mišljenja o različitosti </span>***

<span style="mso-ansi-language: HR;">Na početku vođenih grupnih razgovora sudionicama je postavljeno pitanje misle li da je različitost jedno od obilježja društva u Republici Hrvatskoj. Odgovore obiju skupina ispitanica u ovom tematskom području bilo je moguće svrstati u dvije podteme. Jedna je mišljenje da je Hrvatska kulturno raznolika zemlja, a druga da je Hrvatsko društvo kulturno homogeno (tablica 2). </span>

<span style="mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Tablica 2</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Primjeri kodiranih odgovora vezano za mišljenja o različitosti </span>

<span style="mso-ansi-language: HR;"> </span>

<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-tema-podtema-primjer" style="border-collapse: collapse; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 72.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="97"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Tema</span>

</td><td style="width: 98.45pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Podtema</span>

</td><td style="width: 290.75pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="388"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Primjer</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td rowspan="2" style="width: 72.9pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="97"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Mišljenja o različitosti</span>

</td><td style="width: 98.45pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">RH je kulturno raznolika</span>

</td><td style="width: 290.75pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="388">*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">„Pa evo (…) također možemo primijetiti da u Hrvatskoj isto ima puno znači stranih državljana koji dolaze. Znači, evo i sa Filipina (…), raznih isto kultura i vjeroispovijesti i mislim da je evo, Hrvatska da je raznolika u odnosu na prije.“ </span>*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">8GE</span>

</td></tr><tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;"><td style="width: 98.45pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">RH je kulturno homogena</span>

</td><td style="width: 290.75pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="388">*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">„Pa evo po meni na prvi mah je pao način razmišljanja o hrvatskom društvu da nismo po tom pitanju raznoliki, već da smo svi nekako u prosjeku konzervativni i slažem se sa mišljenjima o homogenosti naroda što se tiče nacionalnosti (…). Ali u principu tradicionalno društvo s malo odmaka prema modernom (…).“</span>*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> 9OA</span>

</td></tr></tbody></table>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Sudionice u oba grupna intervjua iznose mišljenja da je različitost obilježje hrvatskog društva te ističu da se kulturna raznolikost u RH sve više intenzivira u posljednjih nekoliko godina dolaskom stranih radnika:</span>

<span style="mso-ansi-language: HR;">„*U odnosu na zadnje dvije do tri godine se to baš jako vidi. I ne znam, najviše to primijetim po količini ljudi koji rade kao Wolt dostavljači, Bolt vozači i to sve*.“ 8AM</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Među studenticama Učiteljskog studija sa smjerovima, onaj dio sudionica koje smatraju da je hrvatsko društvo homogeno, svoje mišljenje potkrepljuje uspoređujući Hrvatsku s drugim europskim zemljama. Tako jedna studentica navodi: </span>

*<span style="mso-ansi-language: HR;">„Evo ja mislim da u usporedbi recimo s drugim državama Hrvatska nije toliko raznolika. Recimo kada pogledamo Francusku, kada pogledamo Njemačku gdje ipak populacije recimo što se tiče druge nacionalne pripadnosti ima puno.“</span>*<span style="mso-ansi-language: HR;"> 8GS</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">S druge strane, među studenticama Učiteljskog studija s modulima koje smatraju da Hrvatska nije kulturno raznolika zemlja, dio sudionica također iznosi stav da je hrvatsko društvo većinom tradicionalno i konzervativno što je vidljivo i iz primjera navedenog u tablici 2.</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Sve studentice su kao jedinu karakteristiku različitosti tematizirale razlike temeljene na nacionalnosti odnosno etničkoj pripadnosti. Na pitanje o eventualnim drugim obilježjima različitosti nekog društva u obje intervjuirane skupine istaknuta je seksualna orijentacija. Jedna studentica Učiteljskog studija s modulima spomenula je i socijalni status kao obilježje različitosti, a jedna studentica Učiteljskog studija sa smjerom i tjelesne sposobnosti. Sudionice su općenito mišljenja da u Hrvatskoj postoje pripadnici LGBTQ+ zajednice, ali da nisu vidljivi jer u Hrvatskoj ne vlada pozitivno ozračje prema toj manjinskoj skupini. Također navode da je mlađe stanovništvo otvorenije od starijeg prema seksualnoj različitosti, a dio studentica Učiteljskog studija s modulima smatra i da se LGBTQ+ zajednica u Hrvatskoj ne predstavlja na dobar način što izaziva otpor društva prema njima. </span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;"> </span>

***<span style="mso-ansi-language: HR;">Mišljenja o nacionalnim manjinama </span>***

<span style="mso-ansi-language: HR;">Ukupno gledano sudionice u grupnim intervjuima većinom nisu imale iskustva s pripadnicima bilo koje nacionalne manjine u Hrvatskoj. Zbog nedostatka iskustva s pripadnicima nacionalnih manjina, studentice su iznosile svoja mišljenja o Talijanima, Srbima i Romima općenito. Dobivene odgovore bilo je moguće svrstati u tri podteme: pozitivna mišljenja, negativna mišljenja i suzdržanost (usp. tablicu 3). </span>

<span style="mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Tablica 3</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Primjeri kodiranih odgovora u tematskom području mišljenja o pripadnicima nacionalnih manjina</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span>

<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-tema-podtema-primjer-1" style="border-collapse: collapse; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 78.55pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="105"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Tema</span>

</td><td style="width: 89.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Podtema</span>

</td><td style="width: 293.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="392"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Primjer</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td rowspan="3" style="width: 78.55pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="105"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Mišljenja o pripadnicima nacionalnih manjina</span>

</td><td style="width: 89.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Pozitivno mišljenje</span>

</td><td style="width: 293.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="392">*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">„Imala sam par situacija u kojima van Hrvatske nisu priskočili Hrvati koji su bili okruženi oko mene, nego su priskočili Srbi (…) u obranu. Jako zaštitnički nastrojen i jako topao narod. Jako nježni i jako šarmantni. Imaju ekstremno puno šarma, i muškarci i žene.“ </span>*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">8AM</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 89.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Negativno mišljenje</span>

</td><td style="width: 293.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="392">*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">„Ja ne volim Talijane. Mogu nabrojati na prste jedne ruke koliko sam imala pozitivno iskustvo s njima, sve je negativno. (…)Bahati su.“</span>*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> 8GS</span>

</td></tr><tr style="mso-yfti-irow: 3; mso-yfti-lastrow: yes;"><td style="width: 89.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" width="120"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Suzdržanost </span>

</td><td style="width: 293.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" width="392">*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">„Imam par prijatelja koji su pripadnici romske manjine (…) stvarno onak jako opušteni ljudi (…). A ovak u bračnom odnosu sumnjam (…) imam dojam da kod njih prevladava neka vrsta anarhije što meni ne bi odgovaralo (…) Puno kaosa nekog u svakom smislu, tako da više tog što meni osobno ne odgovara. Mislim da i ne bi, ali uvijek postoji iznimka. Ne mogu vam reći nikada, ali vjerojatno ne bih.“</span>*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> 9OA</span>

</td></tr></tbody></table>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Među studenticama Učiteljskog studija s modulima na pitanje o nacionalnim manjinama sudionice su većinom općenito iznijele pozitivna mišljenja o integriranosti manjinskog talijanskog i srpskog stanovništva u hrvatsko društvo:</span>

*<span style="mso-ansi-language: HR;">„Moja prva asocijacija Talijani – Istra. To je sve jako drugi svijet i stil života. Moje ovako nekakvo subjektivno mišljenje je da vrlo dobro žive, da su se tamo lijepo uklopili (…). Što se tiče odnosa s Hrvatima, ja vjerujem da Istrijani imaju korektne odnose s njima. Srbi u Hrvatskoj zapravo imam vrlo slično mišljenje. Tu se često vuku te nekakve povijesne konotacije. Ono što ja poznajem srpskog stanovništva je jako dobro uklopljeno u hrvatsko društvo.“</span>*<span style="mso-ansi-language: HR;"> 9OV</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Dio sudionica referirao se na Talijane i Srbe kao narodnost, a ne kao pripadnike nacionalnih manjina u Hrvatskoj uspoređujući njihove stilove života sa stilom života u Hrvatskoj. S tim u vezi jedna studentica zaključuje:</span>

*<span style="mso-ansi-language: HR;">„Ja bih rekla da možda mi u Hrvatskoj imamo ubrzani način života, a gledajući Talijane, konkretno njih, a mogla bih reći i za Srbe onda da su oni, žive jednim, možda je to malo pogrešna konotacija, ali ležernijim stilom života, da su tako naučeni.“</span>*<span style="mso-ansi-language: HR;"> 9OT</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Za razliku od studentica Učiteljskog studija s modulima koje izražavaju mišljenje o pripadnicima talijanske i srpske nacionalne manjine, studentice Učiteljskog studija sa smjerovima iznosile su svoja razmišljanja o Talijanima i Srbima općenito. Pritom su njihova mišljenja o Talijanima bila dominantno negativna, dok su mišljenja o Srbima bila dominantno pozitivna. Tako jedna sudionica o Talijanima kaže:</span>

*<span style="mso-ansi-language: HR;">(…) Već određeni niz godina ljeta radim u turizmu (…) i nisam imala doticaja sa pripadnicima talijanske manjine iz Istre, ali sam imala doticaja, velikog doticaja s Talijanima koji dođu na obalu našeg Jadranskog mora. (…) Ne žele pričati engleski. Ja talijanski ne znam (…) ne mogu razumjet što oni meni govore kad oni meni mašu rukama i deru se na mene. (…) Jako su bezobrazni.“</span>*<span style="mso-ansi-language: HR;"> 8GS </span>

*<span style="mso-ansi-language: HR;"> </span>*

<span style="mso-ansi-language: HR;">Na sličan način, ali u pozitivnom kontekstu, iznosi svoj stav o Srbima:</span>

*<span style="mso-ansi-language: HR;">„Pozitivno iskustvo, ali ozbiljno. Mogli smo lijepo razgovarati. Nisu bile neke predrasude sad, ja sam Hrvat ti Srbin (…). Mogli smo normalno razgovarati uz poštivanje i razmjenu kultura.“ </span>*<span style="mso-ansi-language: HR;">8GS</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">U iznošenju mišljenja o pripadnicima romske nacionalne manjine sve su sudionice većinom bile vrlo oprezne. Za razliku od vrlo čvrstih pozitivnih ili negativnih mišljenja o Talijanima i Srbima, iskaze o Romima studentice su iznosile biranim riječima. Dvije sudionice navele su da imaju osobno pozitivna iskustva s pripadnicima romske manjine, a jedna da su njezina iskustva negativna. Neovisno o tome, i one kao i sve ostale sudionice, smatraju da bi s Romima mogle biti u prijateljskim odnosima, ali da za stupanje u eventualne bračne odnose postoje prevelike kulturne razlike:</span>

*<span style="mso-ansi-language: HR;">„Čak u prijateljskom nekom eto da, u bračnom ne jer smatram da muškarci imaju neko gledanje žene na drugačiji način nego što je navikla naša kultura. Zapravo nisam ni sigurna kako gledaju žene.(…) Definitivno mislim da ima tih nekih različitosti preko kojih ja osobno ne bih mogla preći.“ </span>*<span style="mso-ansi-language: HR;">9LJ</span>

<span style="mso-ansi-language: HR;"> </span>

***<span style="mso-ansi-language: HR;">Mišljenja o migrantima</span>***

<span style="mso-ansi-language: HR;">Sudionicama u grupnim intervjuima na početku tematske cjeline o migrantima postavljeno je pitanje o njihovom općenitom mišljenju o imigracijama u Republiku Hrvatsku. Analizom su utvrđene dvije podteme u koje je bilo moguće svrstati odgovore sudionica. Jedna podtema je mišljenje o imigracijama kao pozitivnoj pojavi, a druga mišljenje o imigracijama kao negativnoj pojavi (usp. tablicu 4). </span>

<span style="mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Tablica 4</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Primjeri kodiranih odgovora u tematskom području mišljenja o imigracijama</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span>

<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-tema-podtema-primjer-2" style="border-collapse: collapse; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 78.7pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="105"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Tema</span>

</td><td style="width: 87.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="117"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Podtema</span>

</td><td style="width: 295.5pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="394"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Primjer</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td rowspan="2" style="width: 78.7pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="105"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Mišljenja o imigracijama</span>

</td><td style="width: 87.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="117"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Pozitivna pojava</span>

</td><td style="width: 295.5pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="394">*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">„Pa mislim meni je to pozitivna stvar jer imamo priliku sada upoznati različite kulture koje do sada nismo imali tako (…).“ </span>*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">8AB</span>

</td></tr><tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;"><td style="width: 87.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="117"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Negativna pojava</span>

</td><td style="width: 295.5pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="394">*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">„To su ljudi koji nažalost nisu obrazovani, nisu imali priliku za to i rade poslove koji su zapravo najniži. (…) Oni rade za plaće za koje Hrvati ne žele raditi i zapravo snižavaju na neki način naš BDP. (…) Ono što ja vidim još kao problem je moja sigurnost. Često razgovaram sa svojim prijateljima da uistinu želiš poštovati svakog čovjeka, ali stvarno u Zagrebu se više ne osjećaš sigurno.“ </span>*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">9OV</span>

</td></tr></tbody></table>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Studentice Učiteljskog studija sa smjerom engleski ili njemački jezik imigracije većinom smatraju pozitivnima za hrvatsko društvo u cjelini, prvenstveno radi prilike za upoznavanje drugih kultura, ali isto tako izražavaju zabrinutost oko otvorenosti većinskog stanovništva prema migrantima. Pojedine sudionice ističu da je za otvaranje društva prema različitostima važna edukacija:</span>

*<span style="mso-ansi-language: HR;">„(…) Ne prihvaćamo te promjene, bojimo ih se. Dapače, i ja koja osobno znam dosta o manjinama i svemu tome, interkulturalnim razlikama, smatram bar da znam, također osjetim i ne mogu to kontrolirati, nekad osjetim strah ili odbojnost. Što se tiče manjina, ne različitosti svih. Ali mislim da bi edukacija mogla biti neki korak koji bi mogao naše ljude malo više otvoriti, malo više bi prihvatili neke poveznice.“</span>*<span style="mso-ansi-language: HR;"> 8GC</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Osim nedostatka otvorenosti društva prema drugom i drugačijem, sudionice ovoga grupnog intervjua naglašavaju još dodatne dvije prepreke procesima integracije migranata. Jedna je da se migranti u RH, slično kao i drugim državama, grupiraju te da na taj način propuštaju priliku integracije u društvo zemlje u koju su doselili. Kao drugu prepreku ističu da u Hrvatskoj na državnoj razini nisu dovoljno razvijeni mehanizmi za integraciju migranata u društvo, kao što je na primjer pomoć u pronalasku smještaja, posla ili učenja hrvatskog jezika. </span>

<span style="mso-ansi-language: HR;">Za razliku od studentica Učiteljskog studija sa smjerovima, studentice Učiteljskog studija s modulima o imigracijama ne razmišljaju iz perspektive integracije migranata u hrvatsko društvo. One u doseljavanju pripadnika drugih narodnosti dominantno vide negativan utjecaj na gospodarstvo i sigurnost u Hrvatskoj kao što je istaknuto primjerom u tablici 4. </span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Studentice Učiteljskog studija sa smjerom na pitanje o dosadašnjim iskustvima s pripadnicima migranata navode kako su imale osobna pozitivna iskustva s migrantima ili da su od bliskih osoba doznale o njihovim pozitivnim iskustvima. Među studenticama Učiteljskog studija s modulima dio svjedoči o posrednim i neposrednim pozitivnim iskustvima, jedna sudionica navodi da su njezina iskustva negativna, a jedna sudionica da nema niti pozitivna, niti negativna iskustva s migrantima nego da se pri susretu s njima osjeća zbunjeno:</span>

*<span style="mso-ansi-language: HR;">„Nisam sigurna na kojem jeziku da im se obratim, hoće li to biti hrvatski, hoće li to biti engleski (…). Možda ja smatram da nisam dovoljno uvedena u njihovu kulturu, da možda napravim nešto što bi njih uvrijedilo.“ </span>*<span style="mso-ansi-language: HR;">9LJ</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Kako bi se stekao dublji uvid u stavove budućih učiteljica prema migrantima, nakon rasprave o iskustvima s migrantima općenito, sudionicama je u ovom dijelu istraživanja postavljeno pitanje o njihovom mišljenju o Afganistancima. Pojašnjeno im je da su Afganistanci prema posljednjem popisu stanovništva jedna od najbrojnijih narodnosti koja je zatražila azil u Republici Hrvatskoj. U procesu analize podataka odgovore na ovo pitanje bilo je moguće svrstati u dvije podteme. Jednu čine negativna mišljenja, a drugu neutralna mišljenja, odnosno iskazi o nedovoljnom poznavanju afganistanske kulture. Identificirane podteme i primjeri odgovora ispitanica prikazani su u tablici 5. </span>

<span lang="SK"> </span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Tablica 5</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Primjeri kodiranih odgovora u tematskom području mišljenja o Afganistancima</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span>

<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-tema-podtema-primjer-3" style="border-collapse: collapse; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 77.85pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="104"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Tema</span>

</td><td style="width: 87.55pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="117"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Podtema</span>

</td><td style="width: 296.7pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="396"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Primjer</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td rowspan="2" style="width: 77.85pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="104"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Mišljenja o Afganistancima</span>

</td><td style="width: 87.55pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="117"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Neutralno mišljenje</span>

</td><td style="width: 296.7pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="396">*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">„Neki stereotipi se pokažu točnima. Neki stereotipi se pokažu, aha, on je imao loše iskustvo i to je zapravo napravio. To je zaključak na temelju jednog iskustva tako da, kao što su i kolegice rekle, dok ne upoznam nekog Afganistanca ili više ljudi iz Afganistana i dok se ti stereotipi pokažu ili ne pokažu točnima, Afganistanac je osoba koja živi u Afganistanu ili osoba koja je došla iz Afganistana tako da nemam mišljenje.“</span>*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> 8AM</span>

</td></tr><tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;"><td style="width: 87.55pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="117"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Negativno mišljenje</span>

</td><td style="width: 296.7pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="396">*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">„Pa evo ja mislim, od svih ljudi koji migriraju u Hrvatsku da su možda Afganistanci i Sirijci ljudi s kojima ćemo se možda najteže nekako uklopiti. Filipinci su nam slični po vjerskoj pripadnosti. (…) Ja osobno imam nekakvu zapravo neutemeljenu odbojnost prema Afganistancima, možda nekakav podsvjesni strah jer je to ratno područje, podsvjesni strah jer smo pomalo drugačiji i uvijek me čudi nekako su većinom muškarci, samo muškarci.(…) Meni osobno je njih možda najteže nekako prihvatiti.“ </span>*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">9OV</span>

</td></tr></tbody></table>

<span lang="SK" style="font-size: 10.0pt;"> </span>

<span style="mso-ansi-language: HR;">Neutralno mišljenje o Afganistancima iznose studentice Učiteljskog studija sa smjerom. Navode kako nisu imale nikakva iskustva s Afganistancima te da ne poznaju njihovu kulturu i da stoga nemaju niti pozitivno niti negativno mišljenje. Neke sudionice ovoga grupnog intervjua iznijele su i negativan stav navodeći da osjećaju odbojnost prema Afganistancima zbog kulturnih različitosti, odnosno da osjećaju strah od nepoznatog. Identična mišljenja imaju i studentice Učiteljskog studija s modulima koje također ističu osjećaje nelagode i straha vezano uz pripadnike afganistanske narodnosti:</span>

*<span style="mso-ansi-language: HR;">„Ja sam imala kratko iskustvo susreta s njima. To jest u autobusu sam ih vidjela. Dva Afganistanca. I iskreno nije mi bilo ugodno kad sam ih vidjela. Bili su dakle obučeni, onako kako su oni zamotani, odmah sam ih prepoznala.“ </span>*<span style="mso-ansi-language: HR;">9OT</span>

*<span style="mso-ansi-language: HR;"> </span>*

***<span style="mso-ansi-language: HR;">Mišljenja o različitosti u školi </span>***

<span style="mso-ansi-language: HR;">Mišljenja sudionica o različitosti u školi su općenito pozitivna. Sve sudionice se slažu da je različitost u razredu korisna za sam nastavni proces, ali i za društvo jer učenici uče prihvaćati različitosti i biti otvoreni prema drugom i drugačijem:</span>

*<span style="mso-ansi-language: HR;">„Ja mislim da uz malo vremena i dobre organizacije to može biti odlična stvar za nastavu jer bi pozitivno djelovala na društvo kasnije nakon što djeca izađu iz sistema nastave. Ako su od 1. razreda imala priliku imati interakciju i od strane učiteljice odlično uklapanje učenika koji nisu originalno iz Hrvatske, zapravo se automatski maknula mogućnost da imaju stigmu protiv stranih ljudi koji žive u Hrvatskoj.“</span>*<span style="mso-ansi-language: HR;"> 8GM</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Jedna studentica također naglašava i da je važno da učitelji svoja osobna mišljenja o pripadnicima drugih kultura ostave po strani te da profesionalno pristupaju poučavanju svakog djeteta, a sve sudionice se slažu da je učiteljska podrška izrazito važna kako bi se djeca drugog kulturnog porijekla osjećala sigurno i kako bi ih ostali učenici prihvatili. </span>

<span style="mso-ansi-language: HR;">Buduće učiteljice kao moguće izazove vezane uz različitost u nastavnoj praksi pretežito navode eventualno nepoznavanje hrvatskog jezika djece migranata što smatraju glavnom preprekom za uspješnu realizaciju nastavnog procesa. Studentice Učiteljskog studija sa smjerom ističu i da je nužno da se učitelji upoznaju s kulturom djece u razredu te da imaju razvijene socijalne vještine kako bi učenicima migrantima osigurali uspješnu integraciju u školsko okružje:</span>

*<span style="mso-ansi-language: HR;">„Da. Slažem se s kolegicama i naravno da je jezik problem, ali isto tako smatram da je vrlo bitno da mi kao učitelji istražimo unaprijed kulturu djeteta, odnosno države iz koje nam dijete dolazi, zato što neke stvari koje mi radimo u Hrvatskoj u njihovoj državi ne moraju nužno biti zabranjene, ali može biti njima čudno ili neugodno što mi to radimo (…).“</span>*<span style="mso-ansi-language: HR;"> 8AM</span>

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***<span style="mso-ansi-language: HR;">Mišljenja o pripremljenosti tijekom studija za ophođenje s različitosti </span>***

<span style="mso-ansi-language: HR;">Podatke prikupljene u dijelu intervjua u kojem je tematizirana procjena sudionica o tome koliko ih je Studij pripremio za ophođenje s različitosti u nastavnoj praksi bilo je moguće svrstati u dvije podteme. Jedna je djelomična pripremljenost, a druga nedostatna pripremljenost (tablica 6).</span>

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<span style="font-size: 10.0pt; mso-ansi-language: HR;">Tablica 6</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Primjeri kodiranih odgovora u tematskom području mišljenja o pripremljenosti za ophođenje s različitost u nastavnoj praksi </span>

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<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-tema-podtema-primjer-4" style="width: 477.9pt; border-collapse: collapse; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="637"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 73.3pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="98"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Tema</span>

</td><td style="width: 71.6pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="95"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Podtema</span>

</td><td style="width: 333.0pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="444"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Primjer </span>

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<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Mišljenja o pripremljenosti za ophođenje s različitosti u nastavnoj praksi</span>

</td><td style="width: 71.6pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="95"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

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<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Djelomična pripremljenost </span>

</td><td style="width: 333.0pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="444">*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">„Ja bih rekla da recimo evo pošto studiramo jezik da smo učili dosta metoda kako se uči strani jezik koje bi možda mogli primijeniti isto kada bi nekog stranog učenika učili hrvatski, recimo na fotografiji ili nešto. Na taj način bi, ajmo reći, s tim mogli nekako pokušati kompenzirati to što zapravo nemamo baš neke ono smjernice točno ovak što da radimo (…).“</span>*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> 8AB</span>

</td></tr><tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;"><td style="width: 71.6pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="95"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> </span>

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<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">Nedostatna pripremljenost</span>

</td><td style="width: 333.0pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="444">*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;">„Smatram da naš studij ima puno mana, između ostalog i ta nedovoljna pripremljenost studenata odnosno budućih nositelja učiteljske profesije da se bave tim pitanjem provođenja obrazovanja s djecom koja su pripadnici manjina. Što je zapravo frustrirajuće jer u pet godina studiranja, evo ako sada ne lažem, a tu su kolegice koje su sa mnom zajedno studirale, nitko ni jednom, ako je jednom u rečenici spomenuo uopće djecu koja su pripadnici nacionalnih manjina. Nitko što se tiče predavanja i seminara da budem direktna.“</span>*<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: HR;"> 9OA</span>

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<span style="mso-ansi-language: HR;">Djelomičnu pripremljenost za različitost u budućoj nastavnoj praksi osjećaju ispitanice koje studiraju Učiteljski studij sa smjerom. Smatraju da bi nedostatak vještina za poučavanje učenika kojima hrvatski nije materinski jezik eventualno mogle kompenzirati kompetencijama za poučavanje stranog jezika koje su stekle tijekom studiranja kao i znanjima o stranim kulturama te međukulturnim kompetencijama koje su razvile u sklopu pojedinih kolegija. S tim u vezi studentice smjera njemački jezik naglašavaju da su tijekom studija imale dosta kolegija koji su se bavili pitanjima višejezičnosti i međukulturalnosti te da su stekle dosta teorijskih znanja, ali da im nedostaju ona praktična. Jedna studentica smjera njemački jezik stoga napominje: </span>

*<span style="mso-ansi-language: HR;">„(…) bilo bi lijepo kada bismo u sklopu fakulteta i ovog našeg obrazovanja možda imali više prakse i kad bi ta praksa pratila sve ovo što mi učimo. Znači da možemo iz konkretnih situacija to vidjeti.“ </span>*<span style="mso-ansi-language: HR;">8GE</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Za razliku od studentica Učiteljskog studija sa smjerom, koje osjećaju djelomičnu pripremljenost za rad s učenicima kojima se obiteljski jezik razlikuje od jezika školovanja, studentice Učiteljskog studija s modulima složne su u mišljenju da ih studij ni na koji način nije pripremio za ophođenje s jezičnom i kulturno raznolikošću u njihovom budućem profesionalnom djelovanju. Navode kako su tijekom stručno-pedagoške prakse imale priliku vidjeti kako učiteljice rade s učenicima koji ne govore hrvatski jezik, ali da se tim pitanjima nisu bavile u sklopu studijskog programa. Kao jedan od problema istaknuto je i da izuzev mogućnosti slušanja stranog jezika kao jezika struke na jednoj godini studija, na Fakultetu nije bilo prilike za razvoj jezičnih znanja i vještina na stranom jeziku koje sudionice smatraju važnima za komunikaciju s učenicima kojima hrvatski nije obiteljski jezik. </span>

<span style="mso-ansi-language: HR;"> </span>

**<span style="font-size: 12.0pt; mso-ansi-language: HR;">Rasprava</span>**

<span style="mso-ansi-language: HR;">Istraživanjem provedenim u ovom radu htjelo se ispitati stavove i mišljenja budućih učitelja o pripadnicima nacionalnih manjina i migranata kao moguće učeničke populacije s kojom će se učitelji susresti u svom profesionalnom djelovanju. Rezultati ispitivanja socijalne distance pokazuju da su ukupno gledano stavovi ispitanika prema etničkim manjinama i migrantima pozitivni. Pritom budući učitelji pokazuju veći stupanj prihvaćanja nacionalnih manjina, nego migranata. Kao i u dosadašnjim sličnim prethodnim istraživanjima (usp. Pavlović i sur., 2022), ispitanici u ovom istraživanju vezano uz pripadnike nacionalnih manjina najpozitivniji stav pokazuju prema Talijanima, a najnegativniji prema Romima. Za pretpostaviti je da je razlog ovakvom nalazu sklonost ispitanika da veći stupanj otvorenosti pokazuju prema pripadnicima zapadnjačkih naroda (usp. Blažević Simić, 2011), odnosno prema onima koje percipiraju sličnijima vlastitoj kulturi. Postojan negativan stav prema Romima koji se, kako se čini, utvrđuje iz istraživanja u istraživanje, vrlo vjerojatno svoje uzroke ima u kontinuiranim poteškoćama njihove integracije u društvo zbog supkulturnog načina života, slabog obrazovanja i siromaštva zajednice (Pavlović i sur., 2022). Niži stupanj prihvaćanja, u usporedbi s ostalim ispitanim nacionalnim manjinama, ispitanici također pokazuju prema Albancima. Osim stereotipnih percepcija o pripadnicima ove nacionalne manjine u društvu, moguće objašnjenje ovakvih rezultata vrlo vjerojatno su i vjerske razlike. Naime, kako pokazuju rezultati istraživanja Blažević Simić (2011) provedenog na uzorku srednjoškolskih učenika, kada je riječ o vjerskim skupinama, muslimani su jedna od skupina prema kojoj ispitanici iskazuju izrazitu socijalnu distancu. </span>

<span style="mso-ansi-language: HR;">Vjerske razlike, kao i u uvodnom dijelu rada spomenuto negativno ozračje u društvu po pitanju migranata, zasigurno doprinose nižem stupnju otvorenosti budućih učitelja prema ovoj populaciji. Rezultati pokazuju podjednaku socijalnu distancu prema Iračanima, Afganistancima i Sirijcima što navodi na zaključak da ispitanici sve ponuđene pripadnike migranata percipiraju na jednak način. Tome u prilog govori i činjenica da bi podjednak broj ispitanika (oko 30 %) stupio u najbliskije odnose, one bračne, s pripadnicima svake od ponuđenih narodnosti. Iako je broj ispitanika koji bi pripadnike nacionalnih manjina i migranata izgnao iz države zanemariv, uočljiv je nešto veći broj onih koji bi izgnali pripadnike migranata od onih koji bi izgnali pripadnike nacionalnih manjina, što također potvrđuje prisutnost nešto negativnijih stavova budućih učitelja prema migrantima. </span>

<span style="mso-ansi-language: HR;">Detaljnije uvide u stavove budućih učitelja prema manjinama i migrantima daju rezultati dijela istraživanja u kojem su provedeni grupni intervjui sa studenticama pete godine učiteljskih studija. Ti rezultati pokazuju da buduće učiteljice imaju usko shvaćanje različitosti u društvu. Sudionice različitost percipiraju prije svega kao prisutnost različitih nacionalnosti i etničkih pripadnosti u državi. Pritom smatraju da Hrvatska nije zemlja obilježena kulturnim razlikama jer u njoj živi dominantno hrvatsko stanovništvo, koje dio studentica opisuje kao tradicionalno i konzervativno. Mišljenja budućih učiteljica o pripadnicima nacionalnih manjina i migranata pokazuju dominantno stereotipna razmišljanja o narodima koji u Hrvatskoj imaju status nacionalne manjine kao i sklonost generalizaciji odnosno interpretaciji individualnih iskustava s pojedincima kao obilježja cjelokupnog naroda. </span>

<span style="mso-ansi-language: HR;">Suprotno rezultatima dobivenima u području ispitivanja socijalne distance, koji pokazuju veći stupanj otvorenosti ispitanika prema Talijanima, nego prema Srbima, iskazi u grupnim intervjuima daju potpuno suprotnu sliku, tj. negativna razmišljanja o Talijanima, a vrlo pozitivna o Srbima. To pokazuje da su u praksi, unatoč osnovnoj pretpostavci Bogardusove skale da stupanj bliskosti iskazan procjenom na skali odgovara odabiru i ponašanju u stvarnom životu, zapravo česta odstupanja od kontinuuma skale, odnosno da postulirani kontinuum nije jednodimenzionalan, linearan i homogen (Fajgelj, 2003). U procjeni na skali socijalne distance najčešće se polazi od stereotipnih predodžbi o pojedinom narodu te se na temelju toga procjenjuje prihvaćanje određene vrste odnosa (Šenjug Golub, 2013). U usporedbi s ostalim ponuđenim narodima u skali socijalne distance, Talijani su zbog sličnosti kulture i vjere, kako su neke studentice navele u grupnim intervjuima, prihvatljiviji za većinu odnosa od drugih naroda, iako možda veći dio ispitanica o njima općenito nema pozitivno mišljenje. Navedeno upućuje na zaključak da je pitanje vjerske pripadnosti sudionicama važno za prihvaćanje bliskijih odnosa s pojedincima drugog kulturnog porijekla. </span>

<span style="mso-ansi-language: HR;">Iako su o Srbima i Talijanima vrlo decidirano i bez zadrške iznosile svoje stavove i razmišljanja, u iskazima o romskoj manjini sve sudionice bile su vrlo oprezne. Dominantno su naglašavale kulturne razlike kao prepreku bliskijim odnosima, ali nisu izricale stereotipna mišljenja kao o Talijanima ili Srbima. Mogući uzrok ovoj suzdržanosti je svjesnost ispitanica o nepovoljnom položaju romske nacionalne manjine u društvu te potreba da kao buduće učiteljice, koje će se vrlo vjerojatno sresti s romskom populacijom u svom profesionalnom djelovanju, iznesu društveno prihvatljiva razmišljanja.<span style="mso-spacerun: yes;"> </span></span>

<span style="mso-ansi-language: HR;">S druge strane, kada je riječ o migrantima, ispitanice vrlo jasno iskazuju etnocentrična stajališta izražavajući osjećaj straha i odbojnosti prema pripadnicima pojedinih migrantskih skupina, a većina njih imigracije percipira kao negativne po hrvatsko društvo u cjelini iz ekonomskih i sigurnosnih razloga. To pokazuje da su mišljenja budućih učiteljica većinom podudarna s mišljenjima većine populacije u Republici Hrvatskoj (usp. Jutarnji list, 12. ožujka 2024.) te da su nalazi ovog istraživanja identični nalazima sličnih prethodnih istraživanja u ovom području (usp. </span><span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">Pettit, 2011; Pulnix i sur., 2017). </span>

<span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">Suprotno od kulturne različitosti u društvu, različitost u školskom okruženju buduće učiteljice percipiraju kao pozitivnu pojavu te pokazuju svjesnost o važnosti uloge učitelja za integraciju djece drugog kulturnog porijekla u obrazovni sustav. Stoga, može se zaključiti da postoji dihotomija između osobnih i profesionalnih stavova studentica što je usporedivo s nalazima istraživanja koje je provela Knežević (2024), a koji pokazuju da su osobni stavovi djelatnih učitelja u Hrvatskoj prema različitosti ukupno gledano pozitivniji od njihovih profesionalnih. S obzirom na nedostatak konkretnog iskustva s različitosti u obrazovnoj praksi, ovu suprotnu oprečnost između osobnih i profesionalnih stavova budućih učiteljica moguće je interpretirati kroz prizmu nalaza istraživanja koja pokazuju da učitelji inicijalno nemaju negativne stavove prema učenicima kojima se obiteljski jezik razlikuje od jezika školovanja, nego da se takvi stavovi oblikuju kod onih učitelja koji nisu tijekom svojeg inicijalnog obrazovanja adekvatno pripremljeni za rad s jezično i kulturno različitim učenicima (Walker i sur., 2004). Uzmemo li u obzir rezultate dobivene analizom podataka prikupljenih u grupnim intervjuima iz kojih proizlazi da većina studentica ne misli da ih je studij u dovoljnoj mjeri pripremio za ophođenje s različitosti u nastavnoj praksi, postoji opravdana bojazan da bi se njihovi trenutno naizgled pozitivni stavovi mogli promijeniti u negativne te bitno utjecati na njihovo profesionalno djelovanje. Nedostatak vještina učitelja za rad u pluralističkom okruženju uz ovo istraživanje pokazuju i druga istraživanja provedena u Hrvatskoj (usp. npr. Markočić Dekanić i sur., 2019; Šenjug Krleža i Knežević, 2024) što ukazuje na izrazitu potrebu dodatnog osnaživanja kompetencija djelatnih i budućih učitelja za rad s jezično i kulturno različitim učenicima. </span><span style="mso-ansi-language: HR;">U prilog nužnosti modifikacije inicijalnog obrazovanja učitelja govori i činjenica da studentice Učiteljskog studija sa smjerom osjećaju djelomičnu, iako i dalje nedostatnu, pripremljenost za rad s učenicima kojima se obiteljski jezik razlikuje od jezika školovanja jer su tijekom studija razvili vještine poučavanja stranog jezika. Studentice ovog studija također djelomično pokazuju razvijenost međukulturne svjesnosti ostajući neutralne u svojim iskazima o pojedinim pripadnicima migranata zbog nedostatnog poznavanja njihove kulture. S obzirom na to da su one, kako same kažu, imale određen broj kolegija koji su se bavili pitanjima stranih kultura i međukulturnog učenja, za razliku od studentica Učiteljskog studija s modulima, koje tvrde da se na studiju nisu srele s usporedivim sadržajima, za pretpostaviti je da je studijski program donekle utjecao na njihove međukulturne kompetencije. </span>

<span style="mso-ansi-language: HR;"> </span>

**<span style="mso-ansi-language: HR;">Zaključak</span>**

<span style="mso-ansi-language: HR;">S obzirom na rastuću jezičnu i kulturnu raznolikost u Hrvatskoj te na činjenicu da su stavovi jedni od prediktora profesionalnog djelovanja učitelja, ovo istraživanje pruža uvide relevantne i za nastavnu praksu, ali prije svega za obrazovanje učitelja razredne nastave. Dobiveni rezultati pokazuju općenito gledano, slično kao i usporedna dosadašnja istraživanja u ovom području, pozitivne stavove budućih učiteljica prema pripadnicima nacionalnih manjina i migranata. Međutim, s druge strane otkrivaju i vrlo stereotipna razmišljanja dijela ove studentske populacije o narodima koji čine nacionalne manjine u Hrvatskoj kao i izrazito etnocentrična stajališta prema pojedinim skupinama migranata. Dodamo li tome i vrlo usko shvaćanje različitosti kao i prevladavajući osjećaj nepripremljenosti budućih učiteljica tijekom studiranja za rad u pluralističkom okruženju, dolazimo do zaključka da je izrazito važno poduzeti analizu i odgovarajuće prilagodbe studijskih programa koji obrazuju buduće učitelje kako bi oni bili spremni na primjeren način odgovoriti na društvene i obrazovne izazove koji rastućom kulturnom i jezičnom raznolikosti u Hrvatskoj postaju sve veći. U tom bi smislu svakako pitanja različitosti, multikulturnog obrazovanja te razvoja međukulturne kompetencije i demokratskih kompetencija budućih učitelja trebalo obuhvatno tematizirati za vrijeme cjelokupnog studiranja i u svim njegovim područjima, a ne samo u sadržajima pojedinih kolegija. Također je važno budućim učiteljima omogućiti da, osim teorijskih spoznaja na studiju, steknu i praktična iskustva. Svakako treba uzeti u obzir da se ovi zaključci temelje na rezultatima istraživanja provedenog na malom uzorku i sa studentskom populacijom samo jednog fakulteta u Republici Hrvatskoj pa stoga imaju i određena ograničenja. Kako bi se dobio što precizniji uvid u stavove učitelja o kulturno i jezično različitim učenicima, buduća istraživanja trebala bi obuhvatiti veći uzorak i uključiti djelatne učitelje, prije svega one koji s takvom populacijom učenika rade već u praksi. </span>

<span style="mso-ansi-language: HR;"> </span>

**<span style="font-size: 12.0pt; mso-ansi-language: HR;">Literatura</span>**

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<span lang="SK" style="mso-bidi-font-family: Aptos;">Markočić Dekanić, A., Markuš Sandrić, M. i Gregurović, M. (2019). *TALIS 2018: Učitelji, nastavnici i*</span>

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<span lang="SK" style="mso-bidi-font-family: Aptos;">Mazziotta, A., Piper, V. i Rohmann, A. (2016). *Interkulturelle Trainings. Ein wissenschaftlich*</span>

*<span lang="SK" style="mso-bidi-font-family: Aptos;">fundierter und praxisrelevanter Rückblick.</span>*<span lang="SK" style="mso-bidi-font-family: Aptos;"> Wiesbaden: Springer.</span>

<span lang="SK">OECD (2016). *Low-Performing Students: Why They Fall Behind and How To Help Them Succeed*. PISA.</span>

<span lang="SK">Paris: OECD Publishing. [https://doi.org/10.1787/9789264250246-en](https://doi.org/10.1787/9789264250246-en).</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Pavlović, T., Sučić, I. i Maglić, M. (2022). Stavovi hrvatskih srednjoškolaca prema etničkim</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">manjinama: uloga multikulturnosti, socijalnog identiteta I škole. *Sociologija i prostor*, *225*(3), 465-488.</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Pettit, S. K. (2011). Teachers' Beliefs About English Language Learners in the Mainstream Classroom:</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">A Review of the Literature. *International Multilingual Research Journal, 5:2*, 123-147, DOI: 10.1080/19313152.2011.594357 </span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Pulinx, R., Van Avermaet, P. i Agirdag, O. (2015). Silencing linguistic diversity: the extent, the</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">determinants and consequences of the monolingual beliefs of Flemish teachers. *International Journal of Bilingual Education and Bilingualism*, 2015. doi: 10.1080/13670050.2015.1102860 </span>

<span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">Puttick, S., Nye, Z., Wynn, J., Muir, L. i Hill, Y. (2020). Student teachers’ beliefs about diversity:</span>

<span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">analysing the impact of a ‘diversity week’ during Initial Teacher Education. *Teacher Development*, *25*(1), 85–100. [https://doi.org/10.1080/13664530.2020.1854336](https://doi.org/10.1080/13664530.2020.1854336)</span>

<span style="mso-ansi-language: HR;">Rodríguez-Izquierdo, R. M., González Falcón, I. i Goenechea Permisán, C. (2020). </span><span lang="EN-US" style="mso-ansi-language: EN-US;">Teacher beliefs</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students. *Teaching and Teacher Education*, Volume 90, [https://doi.org/10.1016/j.tate.2020.103035](https://doi.org/10.1016/j.tate.2020.103035).</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Sakarneh, M. </span><span style="mso-ansi-language: HR;">(2023). </span><span lang="EN-US" style="mso-ansi-language: EN-US;">Teachers’ Attitudes towards the Rights of Students with Special Education</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Needs During the Covid-19 Pandemic. *Center for Educational Policy Studies Journal, 13*(2)*,* 143-162*.* doi: [**https://doi.org/10.26529/cepsj.1155**](https://doi.org/10.26529/cepsj.1155)</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Šenjug Golub, A. (2013). Evaluacija međukulturalne kompetencije učenika u osnovnoškolskoj nastavi</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">njemačkog jezika </span><span lang="EN-US" style="font-family: Symbol; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-char-type: symbol; mso-symbol-font-family: Symbol;"><span style="mso-char-type: symbol; mso-symbol-font-family: Symbol;">\[</span></span><span lang="EN-US" style="mso-ansi-language: EN-US;">Doktorski rad</span><span lang="EN-US" style="font-family: Symbol; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-char-type: symbol; mso-symbol-font-family: Symbol;"><span style="mso-char-type: symbol; mso-symbol-font-family: Symbol;">\]</span></span><span lang="EN-US" style="mso-ansi-language: EN-US;">. Zagreb: Učiteljski fakultet Sveučilišta u Zagrebu. </span>

<span lang="SK" style="mso-bidi-font-family: Aptos;">Šenjug Krleža, A. i Knežević, Ž. (2024). Pripremljenost budućih učitelja razredne nastave i učitelja</span>

<span lang="SK" style="mso-bidi-font-family: Aptos;">stranih jezika za ophođenje s različitosti u primarnom obrazovanju. *Nova prisutnost: časopis za intelektualna i duhovna pitanja*, *XXII* (2024), 2; 397-411. doi: https://doi.org/10.31192/np.22.2.10</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Soriano, E. i Cala, V. (2019). What Attitudes Toward Refugees Do Future European Teachers Have?</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">A Comparative Analysis between France and Spain. Sustainability, 11/3066. doi:10.3390/su11113066.</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Taylor, R., Kumi-Yeboah, A. i Ringlaben, R. P. (2016). Pre-Service Teachers' Perceptions towards</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Multicultural Education &amp; Teaching of Culturally &amp; Linguistically Diverse Learners. *Multicultural Education*, *23*(3-4), 42-48.</span>

<span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">V</span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">á</span><span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">zquez-Montilla, E., Just, R. i Triscari, R. (2014). Teachers' Dispositions and Beliefs about Cultural</span>

<span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">and Lingustic Diversity. *Universal Journal of Education Research, 2*(8), 577-587.</span>

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<span lang="EN-US" style="mso-ansi-language: EN-US;">Language Learners in the Mainstream Classroom. *NABE Journal of Research and Practice, 2*(1), 130-160</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Wang, J.-S., Lan, J.Y.-C., Khairutdinova, R. R. i Gromova, C. R. (2022). Teachers’ attitudes to cultural</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">diversity: Results from a qualitative study in Russia and Taiwan. *Front. Psychol.* 13:976659.  
doi: 10.3389/fpsyg.2022.976659 </span>

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<span lang="EN-US" style="mso-ansi-language: EN-US;"> </span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Elektronički izvori:</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">ESS Portal &lt;https://ess.sikt.no/en/?tab=overview&gt;</span>

<span style="font-size: 11.0pt; mso-ansi-language: HR;">Faktograf, 23. veljače 2024. &lt;https://faktograf.hr/2024/02/23/istrazivanje-gradani-hrvatske-imaju </span><span style="font-size: 11.0pt; mso-ansi-language: HR;">umjerene-stavove-prema-imigraciji/&gt;</span>

<span style="mso-bidi-font-family: Aptos; mso-ansi-language: HR;">Jutarnji list, 12. ožujka 2024. &lt;</span><span style="mso-ansi-language: HR;">https://www.jutarnji.hr/vijesti/hrvatska/provedeno-prvo-veliko</span>

<span style="mso-ansi-language: HR;">istrazivanje-o-tome-sto-hrvati-misle-o-imigrantima-jako-je-zanimljivo-kako-su-se-podijelili-15438137&gt;</span>

<span style="mso-ansi-language: HR;">Mrežne stranice Eurostata &lt;https://ec.europa.eu/eurostat/statistics</span>

<span style="mso-ansi-language: HR;">explained/index.php?title=Migration\_and\_migrant\_population\_statistics&gt; (20. studenog 2024.)</span>

<span style="mso-ansi-language: HR;">Mrežne stranice Državnog zavoda za statistiku &lt;[https://web.dzs.hr/hub24/stanovnistvo.html](https://web.dzs.hr/hub24/stanovnistvo.html)<span class="MsoHyperlink">&gt;</span></span>

<span style="mso-ansi-language: HR;">(20. studenog 2024.)</span>

<span style="mso-ansi-language: HR;">Mrežne stranice Državnog zavoda za statistiku &lt;https://dzs.gov.hr/vijesti/objavljeni-konacni</span>

<span style="mso-ansi-language: HR;">rezultati-popisa-2021/1270&gt;</span>

<table border="0" id="bkmrk-2nd-international-sc" style="width: 100%;"><tbody><tr><td class="align-right" style="width: 34.7886%;">  
[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

</td></tr></tbody></table>

<table border="1" id="bkmrk-the-role-of-digital-" style="width: 100.119048%;"><tbody><tr><td style="width: 100%;">**<span lang="EN-US" style="font-size: 14.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Attitudes and Opinions of Future Teachers Toward Members of Ethnic Minorities and Migrants</span>**


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<table border="0" id="bkmrk-abstract-keywords-%C2%A0" style="width: 100%; height: 468.987px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Abstract**

</td></tr><tr style="height: 328.337px;"><td style="text-align: justify; width: 99.9048%; height: 328.337px;">
<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Processes of globalization, migration, and increased individual mobility are making countries worldwide increasingly linguistically and culturally diverse. These societal changes are directly reflected in educational systems, where teachers face the challenge of effectively managing diversity in their teaching and preparing students for life in a multicultural environment. Since teachers' professional practices are strongly influenced by their attitudes, the aim of this study was to examine the attitudes and opinions of future primary school teachers toward members of ethnic minorities and migrants as potential members of the student population in their teaching practice.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Using the Bogardus Social Distance Scale, the study assessed the social distance of final-year students of the Faculty of Teacher Education, University of Zagreb (N = 122), toward members of minorities and migrants in the Republic of Croatia. Additionally, group interviews were conducted with students (N = 5 and N = 6), exploring their opinions on diversity in society, members of minorities and migrants in Croatia, diversity in education, and their preparedness to address diversity in classroom settings. The results indicate generally positive attitudes of future teachers toward individuals of other nationalities but also reveal highly stereotypical perceptions of national minorities in Croatia and ethnocentric views toward certain migrant groups. Although diversity in school environments is perceived as a positive phenomenon, the respondents expressed the opinion that their studies had not adequately prepared them for teaching in linguistically and culturally diverse classrooms. Overall, the findings highlight the need for a stronger emphasis on these issues in the initial education of teachers.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

  
</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Key words:***

</td></tr><tr style="height: 46.4px;"><td style="width: 99.9048%; height: 46.4px;"><span lang="EN-US">initial teacher education; linguistic and cultural diversity; social distance; diversity</span>

</td></tr></tbody></table>

# Inkluzivna obrazovna praksa: procjena samoefikasnosti učitelja razredne i predmetne nastave

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.7178%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.3139%; height: 115.15px;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.032%; height: 106.9px;">## **<span lang="EN-GB">Vanja Marković<sup>1</sup>,Mirjana Radetić-Paić<sup>1</sup>, Jurka Lepičnik Vodopivec<sup>2</sup></span>**

*<sup>1</sup>Fakultet za odgojne i obrazovne znanosti, Sveučilište Jurja Dobrile u Puli*

*<sup>2</sup>Univerza na Primorskem, Pedagoška fakulteta, Koper, Slovenija*

*vamarkov@unipu.hr*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 49.6302%;">**Sekcija - Odgoj i obrazovanje za socijalnu i kulturnu raznolikost**</td><td class="align-center" style="width: 12.7654%;">**Broj rada: 25**</td><td style="width: 37.5805%;">**Kategorija članka: Izvorni znanstveni rad**

</td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 363.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Sažetak**

</td></tr><tr style="height: 239.8px;"><td style="text-align: justify; width: 99.9048%; height: 239.8px;"><span style="font-size: 11.0pt;">Uz pozitivne stavove prema inkluzivnom obrazovanju, uvjerenja učitelja o vlastitoj<span style="mso-spacerun: yes;"> </span>samoefikasnosti<span style="mso-spacerun: yes;"> </span>sastavni su dio učiteljeva kompetencijskog profila.<span style="mso-spacerun: yes;"> </span>U kontekstu čimbenika koji utječu na učiteljsku samoefikasnost za inkluzivnu praksu, cilj ovog istraživanja je </span><span style="font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR; mso-bidi-font-weight: bold;">utvrđivanje razlika u samoprocijenjenoj samoefikasnosti istarskih učitelja predmetne i razredne nastave (N=357) </span><span style="font-size: 11.0pt;">sa svrhom utvrđivanja prirode tih razlika. Rezultati diskriminacijske analize upućuju da<span style="mso-spacerun: yes;"> </span></span><span style="font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">diskriminacijska funkcija predstavlja učiteljsku samoefikasnost za poticanje uključivosti i prihvaćanje različitosti tj. samoefikasnost za inkluzivnu praksu na način da je ona veća kod učitelja razredne nastave nego kod učitelja predmetne nastave. Znanstveni doprinos ovog rada je<span style="mso-spacerun: yes;"> </span>dobivanju rezultata temeljenih na znanstvenim istraživanju koji nude uvid u strukturu samoprocijenjene samoefikasnosti učitelja pojedinih osnovnih škola u Republici Hrvatskoj za inkluzivnu praksu i razumijevanje povezanosti pojedinih komponenti samoefikasnosti s čimbenicima koji bi na nju mogli utjecati kada se radi posebice o učiteljima predmetne nastave. Pri tome rezultati mogu poslužiti kao smjernice za izradu specifičnih programa stručnog usavršavanja za razvoj samoefikasnosti za inkluzivnu praksu namijenjenog učiteljima u najširem smislu. </span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Ključne riječi:***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">inkluzivno obrazovanje; učitelji predmetne nastave; učitelji razredne nastave, samoefikasnost

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**<span lang="SH" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Uvod</span>**

<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Inkluzivnoj odgojno-obrazovnoj praksi kao temeljnom ljudskom pravu posebna se pozornost pridaje posljednjih nekoliko desetljeća. Poseban naglasak stavlja se na njen doprinos zajednicama, obiteljima, učiteljima i učenicima, omogućujući djeci s teškoćama u razvoju da pohađaju školu zajedno sa svojim vršnjacima i osiguravajući im adekvatnu podršku za akademski i društveni uspjeh (Reiser, 2008).</span><span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> </span><span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Republika Hrvatska kao članica Ujedinjenih naroda, Europske unije i Vijeća Europe te potpisnica svih ključnih konvencija i standarda u području socijalne i ekonomske sigurnosti građana, preuzela je obvezu zaštite i promicanja ljudskih prava osoba s invaliditetom kako bi mogle ravnopravno sudjelovati u građanskim, političkim, ekonomskim, društvenim i kulturnim područjima života (Nacionalna strategija izjednačavanja mogućnosti za osobe s invaliditetom od 2017. do 2020. godine, 2017).</span>

<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">U tom kontekstu Strategija školstva Republike Hrvatske usmjerena je prema razvoju inkluzivne škole, a sam uspjeh učenika u inkluzivnom obrazovanju, ovisit će<span style="mso-spacerun: yes;"> </span>kompetencijama učitelja i o njihovim stavovima prema odgojno-obrazovnom uključivanju, ali i o samoprocjeni njihove samoefikasnosti za inkluzivnu praksu.</span>

**<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> </span>**

**<span lang="SH" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Učiteljska samoefikasnost za inkluzivnu praksu</span>**

<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Uz pozitivne stavove prema inkluzivnom obrazovanju, uvjerenja učitelja o vlastitoj<span style="mso-spacerun: yes;"> </span>samoefikasnosti<span style="mso-spacerun: yes;"> </span>sastavni su dio učiteljeva kompetencijskog profila (Bandura, 2001, Forlin, 2010).</span>

<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Zadnjih desetljeća<span style="mso-spacerun: yes;"> </span>sve se više pozornosti usmjerava izučavanju samoefikasnosti učitelja u radu s učenicima s teškoćama. Istraživanja pokazuju kako upravo učitelji imaju kritičnu ulogu u implementaciji inkluzivnog obrazovanja (Forlin, 2010). Svaki korak prema inkluziji zahtjeva od učitelja dobro poznavanje samoga sebe, upućenost u nizu suvremenih nastavnih strategija poučavanja, poznavanje stilova učenja, posjedovanje i stalni razvoj vlastitih sposobnosti i vještinu da ih primijeni kako bi osigurao učinkovit pristup, sudjelovanje i učenje za sve učenike (Stančić,</span><span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> Pantić, Kušter, i Vidalina</span><span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">, 2014).</span>

<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Sam konstrukt samoefikasnosti nudi dobro teorijsko uporište za evaluaciju učiteljeve spremnosti za inkluzivno obrazovanje (Peebles i Mendaglio, 2014). Nastavljajući se na Bandurinu (1997) definiciju učiteljske samoprocijenjene samoefikasnosti prema kojoj ona utječe na okruženje koje učitelj stvara za svoje učenike, kao i na njegove procjene aktivnosti koje će poduzeti kako bi pozitivno utjecali na učenje, visoko samoefikasan učitelj u području implementacije inkluzivne prakse vjerovat će da se učenici s teškoćama mogu uspješno poučavati u redovnim razredima. Obrnuto proporcionalno tome, kako navode Sharma, </span><span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Loreman, i Forlin</span><span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> (2012) možemo pretpostaviti da učitelj koji nisko procjenjuje svoju samoefikasnost za inkluzivnu praksu, smatrat će da može učiniti vrlo malo kako bi uključio učenika s teškoćama u redovan razred, te stoga neće biti sklon to ni pokušati učiniti. </span>

<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Neke od<span style="mso-spacerun: yes;"> </span>najranijih studija (Gibson i Dembo, 1984, Soodak, Podell i Lehman, 1998) pokazale su kako je učiteljska samoefikasnost među najvažnijim prediktorima pozitivnih stavova učitelja prema odgojno-obrazovnom uključivanju. Ostala istraživanja osamdesetih i devedesetih godina 20. stoljeća ukazivala su da je samoefikasnost negativno povezana s odlukama učitelja da se učenici koje je zahtjevno poučavati smjeste u posebne razredne odjele te kako se visoko samoefikasni učitelji smatraju uspješnijima u poučavanju učenika s teškoćama i radije preuzimaju odgovornost za zadovoljenje njihovih potreba u svojim razredima.<span style="mso-spacerun: yes;"> </span>(Podell i Soodak, 1993; Allinder, 1994; Soodak i sur., 1998; Brownell i Pajares, 1999). </span>

<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Novija Istraživanja (Klassen i Chiu, 2010; Sharma i Nuttal, 2016 ̧Chao, Lai, Ji, Lo i Sin, 2018) bave se<span style="mso-spacerun: yes;"> </span>čimbenicima koji utječu na učiteljsku samoefikasnost za inkluzivnu praksu te se, između ostalog spominju:</span>

<span lang="SH" style="font-size: 11.0pt;"><span style="mso-list: Ignore;">-<span style="font: 7.0pt 'Times New Roman';"> </span></span></span>*<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">radno iskustvo</span>*<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> učitelja kao najčešće spominjano<span style="mso-spacerun: yes;"> </span>(Klassen i Chiu, 2010; Fazlagić i Kolić, 2018; Wilson, Mark Woolfson i Durkin, 2018). S iskustvom učitelji postaju sve sigurniji u procjenu i odabir strategija poučavanja koje najbolje djeluju. Pri tome pojedini autori (Malinen, Savolainen i Xu, 2013; Yada, Tolvanen i Savolainen 2018, Kuyini, Desai i Sharma, 2020) smatraju kako je iskustvo rada s učenicima s teškoćama, a ne ukupno iskustvo rada učitelja, najvažniji prediktor samoefikasnosti za inkluzivnu praksu; </span>

<span lang="SH" style="font-size: 11.0pt;"><span style="mso-list: Ignore;">-<span style="font: 7.0pt 'Times New Roman';"> </span></span></span>*<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">spol</span>*<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-spacerun: yes;"> </span>koji je kao čimbenik koji ima utjecaj na učiteljsku samoefikasnost malo istraživan. Učiteljice pokazuju viša uvjerenja o vlastitoj efikasnosti za poučavanje učenika s teškoćama od svojih muških kolega i višu razinu tolerancije u implementaciji inkluzivnog poučavanja (Shaukat, Sharma i Furlonger, 2013);</span>

<span lang="SH" style="font-size: 11.0pt;"><span style="mso-list: Ignore;">-<span style="font: 7.0pt 'Times New Roman';"> </span></span></span>*<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">školska klima</span>*<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">. Učitelji koji su vjerovali da rade u pozitivnom i suportivnom školskom okruženju višom procijenili svoju samoefikasnost za inkluzivnu praksu (Wilson i sur., 2018);</span>

<span lang="SH" style="font-size: 11.0pt;"><span style="mso-list: Ignore;">-<span style="font: 7.0pt 'Times New Roman';"> </span></span></span>*<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">uvjerenja o inkluzivnom poučavanju i epistemološka uvjerenja o sposobnosti</span>*<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> pokazala su se kao značajan čimbenik koji utječe na samoefikasnost za inkluzivnu praksu kod studenata nastavničkih studija (Metsala i Harkins, 2019); </span>

<span lang="SH" style="font-size: 11.0pt;"><span style="mso-list: Ignore;">-<span style="font: 7.0pt 'Times New Roman';"> </span></span></span>*<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">prethodna iskustva s osobama s invaliditetom</span>*<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">, primjerice s prijateljem ili članom obitelji koji je osoba s invaliditetom, važan su čimbenik utjecaja na učiteljevu samoefikasnost (Malinen, i sur., 2013; Specht i sur., 2016; Sokal i Sharma, 2017; Metsala i Harkins, 2019);</span>

<span lang="SH" style="font-size: 11.0pt;"><span style="mso-list: Ignore;">-<span style="font: 7.0pt 'Times New Roman';"> </span></span></span>*<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">učitelji u razrednoj nastavi</span>*<span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> pokazuju višu samoefikasnost za inkluzivnu praksu od učitelja u predmetnoj nastavi (Vidić, 2009; Klassen i Chiu, 2010, Djigić i sur., 2014); </span>

<span lang="SH" style="font-size: 11.0pt;"><span style="mso-list: Ignore;">-<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="SH" style="font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">i mnogi drugi<span style="mso-spacerun: yes;"> </span>poput<span style="mso-spacerun: yes;"> </span>*formalno stečenih znanja i stručna usavršavanja* o tome kako poučavati u inkluzivnim uvjetima (Kuyini i sur., 2020; Lopes i Oliveira, 2021; Mlinarević i Duka, 2023), *suradnje između edukacijskih rehabilitatora i učitelja* <span style="mso-bidi-font-style: italic;">koja je </span>nužna za uspjeh inkluzivnog obrazovanja (Da Fonte i Barton-Arwood, 2017; Lopes i Oliveira, 2021), *zadovoljstva poslom* (Reichenberg i Löfgren, 2019; Burić i Kim, 2021; Lopes i Oliveira, 2021), *utjecaja čimbenika na strani učenika*, (Roll- Peterson, 2008; Đorđević Stanković, 2018; Vidić, Đuranović i Klasnić, 2021), *osobitosti mjesta u kojem se nalazi škola u kojoj učitelj radi* (Fazlagić i Kolić, 2018) i drugi.</span>

<span lang="SH" style="font-size: 11.0pt; mso-ansi-language: SH;">U kontekstu čimbenika koji utječu na učiteljsku samoefikasnost za inkluzivnu praksu, cilj ovog istraživanja je utvrđivanje razlika u samoprocijenjenoj samoefikasnosti učitelja predmetne i razredne nastave.</span>

**<span lang="SH" style="mso-ansi-language: SH;"> </span>**

**<span lang="SH" style="mso-ansi-language: SH;">Metodologija</span>**

**<span lang="SH" style="mso-ansi-language: SH;">Hipoteza i svrha</span>**

<span lang="SH" style="font-size: 11.0pt; mso-ansi-language: SH;">U istraživanju je postavljena hipoteza<span style="mso-spacerun: yes;"> </span></span>*<span style="font-size: 11.0pt;">H1: postoje statistički značajne razlike u samoprocijenjenoj samoefikasnosti za inkluzivnu praksu između učitelja razredne i predmetne nastave sa svrhom utvrđivanja prirode tih razlika.</span>*

<span style="font-size: 11.0pt;">Hipoteza o postojanju razlika u pojedinim komponentama učiteljske samoefikasnosti za inkluzivnu praksu između učitelja razredne i predmetne nastave temelji se na brojnim starijim i recentnim istraživanjima prema kojima učitelji u razrednoj nastavi općenito pokazuju višu razinu samoefikasnosti od učitelja u predmetnoj nastavi, uključujući i samoefikasnost za rad u inkluzivnim uvjetima (Guskey, 1987; Midgley, Anderman i Hicks, 1995; Wolters i Daugherty, 2007;<span style="mso-spacerun: yes;"> </span>Buehl i Fives, 2009; Klassen i Chiu, 2010) te se žele utvrditi latentne dimenzije tih razlika.</span>

**<span style="font-size: 11.0pt;"> </span>**

**Uzorak ispitanika**

<span style="font-size: 11.0pt;">Istraživanje je provedeno u osnovnim školama Istarske županije, Republika Hrvatska (48 matičnih i 52 područne škole), tijekom listopada i studenog 2021. godine u okviru obimnijeg istraživanja *Samoprocjena samoefikasnosti učitelja u inkluzivnom obrazovanju u Istarskoj županiji.* Ukupan prigodni uzorak čini 357 učitelja razredne i predmetne nastave što predstavlja 19,4%<span style="mso-spacerun: yes;"> </span>populacije učitelja Istarske županije. Nema statistički značajnih razlika u udjelu učitelja razredne i učitelja predmetne nastave.</span>

<span style="font-size: 10.0pt; mso-bidi-font-weight: bold;"> </span>

<span style="font-size: 10.0pt; mso-bidi-font-weight: bold;">Tablica 1</span><span style="font-size: 10.0pt;"> **<span style="mso-spacerun: yes;"> </span>**</span>

<span style="font-size: 10.0pt; mso-bidi-font-weight: bold;">Distribucija učitelja obzirom na radno mjesto</span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain2" id="bkmrk-radno-mjesto-f-%25-u%C4%8Di" style="border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;"><tbody><tr style="mso-yfti-irow: -1; mso-yfti-firstrow: yes; mso-yfti-lastfirstrow: yes;"><td style="width: 151.0pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">Radno mjesto</span>

</td><td style="width: 75.55pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">f</span>

</td><td style="width: 63.8pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">%</span>

</td></tr><tr style="mso-yfti-irow: 0;"><td style="width: 151.0pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">učitelj razredne nastave</span>

</td><td style="width: 75.55pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">151</span>

</td><td style="width: 63.8pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">42,3</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 151.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">učitelj predmetne nastave</span>

</td><td style="width: 75.55pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">206</span>

</td><td style="width: 63.8pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">57,7</span>

</td></tr><tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;"><td style="width: 151.0pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">UKUPNO</span>

</td><td style="width: 75.55pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">357</span>

</td><td style="width: 63.8pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">100</span>

</td></tr></tbody></table>

<span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">Tablica 2</span>

<span style="font-size: 10.0pt; mso-bidi-font-weight: bold;">Distribucija učitelja prema spolu</span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain2" id="bkmrk-spol-f-%25-m-37-10%2C4-%C5%BD" style="border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;"><tbody><tr style="mso-yfti-irow: -1; mso-yfti-firstrow: yes; mso-yfti-lastfirstrow: yes;"><td style="width: 151.0pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">spol</span>

</td><td style="width: 75.55pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">f</span>

</td><td style="width: 63.8pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">%</span>

</td></tr><tr style="mso-yfti-irow: 0;"><td style="width: 151.0pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">M</span>

</td><td style="width: 75.55pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">37</span>

</td><td style="width: 63.8pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">10,4</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 151.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">Ž </span>

</td><td style="width: 75.55pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">320</span>

</td><td style="width: 63.8pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">89,6</span>

</td></tr><tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;"><td style="width: 151.0pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">UKUPNO</span>

</td><td style="width: 75.55pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">357</span>

</td><td style="width: 63.8pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">100</span>

</td></tr></tbody></table>

<span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">Tablica 3</span>

<span style="font-size: 10.0pt;">Distribucija učitelja prema iskustvu rada u inkluzivnom razredu </span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain2" id="bkmrk-iskustvo-rada-u-inkl" style="border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;"><tbody><tr style="mso-yfti-irow: -1; mso-yfti-firstrow: yes; mso-yfti-lastfirstrow: yes;"><td style="width: 151.0pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">Iskustvo rada u inkluzivnim razredima</span>

</td><td style="width: 75.55pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">f</span>

</td><td style="width: 63.8pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">%</span>

</td></tr><tr style="mso-yfti-irow: 0;"><td style="width: 151.0pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">do 10 godina</span>

</td><td style="width: 75.55pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">217</span>

</td><td style="width: 63.8pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">60,8</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 151.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">11 do 20 godina</span>

</td><td style="width: 75.55pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">81</span>

</td><td style="width: 63.8pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">22,7</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 151.0pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">21 i više godina</span>

</td><td style="width: 75.55pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">59</span>

</td><td style="width: 63.8pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">16,5</span>

</td></tr><tr style="mso-yfti-irow: 3; mso-yfti-lastrow: yes;"><td style="width: 151.0pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">UKUPNO</span>

</td><td style="width: 75.55pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="101"><span style="font-size: 10.0pt;">357</span>

</td><td style="width: 63.8pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="85"><span style="font-size: 10.0pt;">100</span>

</td></tr></tbody></table>

## <span style="mso-bidi-font-size: 12.0pt; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin;"> </span>

## <span style="mso-bidi-font-size: 12.0pt; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin;">Mjerni instrument</span>

<span style="font-size: 11.0pt;">Upitnik samoefikasnosti za inkluzivnu praksu je konstruiran na temelju dva postojeća upitnika za ispitivanje učiteljske samoefikasnosti: *TEIP skale* (Teacher Efficacy for Inclusive Practices, Sharma i sur., 2012), *Skale samoefikasnosti za učitelje* (Teacher Self-Efficacy Scale, Bandura, 1998), te na elementima *Upitnika za procjenu kvalitete inkluzivne škole od strane stručnjaka* (Ivančić, 2012). Uz navedeno, Upitnik je konstruiran i imajući u vidu hrvatsku inkluzivnu praksu, te vodeći računa o smjernicama koje je Bandura (2006) zadao u svom Vodiču za konstrukciju skala za mjerenje samoefikasnosti.</span>

<span style="font-size: 11.0pt;">Upitnik samoefikasnosti za inkluzivnu praksu sastoji se od dva dijela. Prvi, opći dio čine 24 varijable kojima se prikupljaju podaci o sociodemografskim čimbenicima koji mogu utjecati na samoprocijenjenu samoefikasnost učitelja. Drugi dio odnosi se na samoprocjenu samoefikasnosti za inkluzivnu praksu i sastoji se od 52 tvrdnje koje obuhvaćaju najmanje četiri hipotetska područja procjene: samoefikasnosti za inkluzivno poučavanje, samoefikasnosti za suradnju, samoefikasnosti za upravljanje ponašanjem i samoefikasnosti za inkluzivno školsko ozračje. </span>

<span style="font-size: 11.0pt;">Ispitanici izražavaju svoje opažanje samoefikasnosti kroz slaganje ili neslaganje sa svakom od tvrdnji iz upitnika na pet-stupanjskoj skali Likertovog tipa („u potpunosti se ne slažem“, „donekle se ne slažem“, „ne mogu se odlučiti“, „donekle se slažem“ i „u potpunosti se slažem“. Viši rezultat na Upitniku pokazuje bolju procjenu ispitanika.</span>

<span style="font-size: 11.0pt;">Analiza mjernih značajki Upitnika tijekom pilot istraživanja (Marković, 2022) pokazala je njegovu visoku pouzdanost. Cronbachov α koeficijent za subskalu iznosi ,96, kao i standardna mjera pouzdanosti rtt = ,96. Guttman-Nicewanderov koeficijent iznosi<span style="mso-spacerun: yes;"> </span>λ6= ,98. Koeficijent homogenosti za subskalu samoefikasnosti za inkluzivno poučavanje iznosi<span style="mso-spacerun: yes;"> </span>hom1= ,333.</span>

<span style="font-size: 11.0pt;">Valjanost utvrđena faktorskom analizom pod komponentnim modelom. Jasno je prepoznata latentna struktura Upitnika, definirana pomoću 4 značajna faktora koji se odnose na samoefikasnost za inkluzivno školsko ozračje, samoefikasnost za upravljanje ponašanjem, samoefikasnost za suradnju i samoefikasnost za inkluzivno poučavanje.</span>

##### <span style="mso-bookmark: _Toc109039793;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin;">Metode obrade podataka</span></span>

<span style="font-size: 11.0pt;">U obradi dobivenih podataka korištene su multivarijatne i univarijatne analize u programskom paketu SPSS 24. Razina statističke značajnosti postavljena je na p &lt; 0,05.</span>

<span style="font-size: 11.0pt;">Za izračunavanje razlika među uzorcima korištena je diskriminacijska analiza i multivarijatna analiza varijance (MANOVA).</span>

<span style="font-size: 11.0pt;">Univarijatne metode korištene su za izračunavanje osnovnih statističkih parametara (aritmetičke sredine, standardne devijacije) za sve kvantitativne varijable. </span>

<span style="font-size: 11.0pt;">Osim toga, ispitana je normalnost distribucija frekvencija svih kvantitativnih varijabli Kolmogorov-Smirnovljevim i Shapiro-Wilksovim testom. Kako se pokazalo da sve varijable nisu normalno distribuirane,<span style="mso-spacerun: yes;"> </span>za utvrđivanje razlika između uzoraka za svaku kvantitativnu varijablu korišten je<span style="mso-spacerun: yes;"> </span>neparametrijski Mann-Whitneyev test.</span>

**Rezultati i rasprava**

<span style="font-size: 11.0pt;">Osnovni statistički pokazatelji za Upitnik samoefikasnosti za inkluzivnu praksu prikazani su u Tablici 4.<span style="mso-bidi-font-weight: bold;"> Prikazane su najviše procijenjene manifesne varijable Upitnika samoefikasnosti za inkluzivnu praksu.</span></span>

**<span style="font-size: 11.0pt;"> </span>**

<span style="font-size: 10.0pt;">Tablica 4</span>

<span style="font-size: 10.0pt; mso-bidi-font-weight: bold;"><span style="mso-spacerun: yes;"> </span>Osnovni statistički pokazatelji za najviše procijenjene manifestne varijable Upitnika samoefikasnosti za inkluzivnu praksu**<span style="mso-spacerun: yes;"> </span>**</span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain2" id="bkmrk-varijabla-m-sd-min-m" style="width: 100.0%; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="100%"><tbody><tr style="mso-yfti-irow: -1; mso-yfti-firstrow: yes; mso-yfti-lastfirstrow: yes;"><td style="width: 23.54%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="23%"><span style="font-size: 10.0pt;">Varijabla</span>

</td><td style="width: 19.12%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;">M</span>

</td><td style="width: 19.12%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;">SD</span>

</td><td style="width: 19.12%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;">Min</span>

</td><td style="width: 19.1%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;">Max</span>

</td></tr><tr style="mso-yfti-irow: 0;"><td style="width: 23.54%; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="23%"><span style="font-size: 10.0pt;">12. Mogu potaknuti učenike na rad u parovima i malim grupama</span>

</td><td style="width: 19.12%; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">4,55</span>

</td><td style="width: 19.12%; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">0,731</span>

</td><td style="width: 19.12%; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">1,00</span>

</td><td style="width: 19.1%; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">5,00</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 23.54%; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="23%"><span style="font-size: 10.0pt;">24. Znam s učenicima razgovarati o temama koje će im pomoći da poštuju i prihvaćaju njihove međusobne različitosti</span>

</td><td style="width: 19.12%; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">4,53</span>

</td><td style="width: 19.12%; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">0,680</span>

</td><td style="width: 19.12%; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">2,00</span>

</td><td style="width: 19.1%; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">5,00</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 23.54%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="23%"><span style="font-size: 10.0pt;">2. Mogu postići da se roditelji osjećaju ugodno kada dolaze u školu</span>

</td><td style="width: 19.12%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">4,44</span>

</td><td style="width: 19.12%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">0,753</span>

</td><td style="width: 19.12%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">1,00</span>

</td><td style="width: 19.1%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">5,00</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 23.54%; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="23%"><span style="font-size: 10.0pt;">23. Znam odabrati za učenika mjesto s kojeg će najbolje pratiti nastavu</span>

</td><td style="width: 19.12%; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">4,40</span>

</td><td style="width: 19.12%; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">0,745</span>

</td><td style="width: 19.12%; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">2,00</span>

</td><td style="width: 19.1%; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">5,00</span>

</td></tr><tr style="mso-yfti-irow: 4; mso-yfti-lastrow: yes;"><td style="width: 23.54%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="23%"><span style="font-size: 10.0pt;">22. Znam osmisliti aktivnosti u razredu tako da one uključuju svakog učenika</span>

</td><td style="width: 19.12%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">4,35</span>

</td><td style="width: 19.12%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">0,756</span>

</td><td style="width: 19.12%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">1,00</span>

</td><td style="width: 19.1%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">5,00</span>

</td></tr></tbody></table>

<span style="font-size: 11.0pt;"> </span>

<span style="font-size: 11.0pt;">Raspodjela odgovora učitelja na pitanja iz glavnog dijela Upitnika može nam dati odgovor na pitanje u kojim se segmentima samoefikasnosti za inkluzivnu praksu istarski učitelji procjenjuju najefikasnijima. Najveći dio ovih visoko procijenjenih manifestnih varijabli nalaze se u prostoru koji pokriva područje samoefikasnosti za inkluzivno školsko ozračje (varijable „Mogu potaknuti učenike na rad u malim grupama“, „Znam s učenicima razgovarati o temama koje će im pomoći da poštuju i prihvaćaju međusobne različitosti“ i <span style="mso-spacerun: yes;"> </span>„Mogu postići da se roditelji osjećaju ugodno kada dolaze u školu“). Preostale dvije visoko ocijenjene varijable pokrivaju prostor samoefikasnosti za inkluzivno poučavanje („Znam odabrati za učenika mjesto s kojeg će najbolje pratiti nastavu“) i samoefikasnosti za upravljanje ponašanjem („Znam osmisliti aktivnosti u razredu tako da one uključuju svakog učenika“). Među najviše procijenjenim manifestnim varijablama nema onih koje ukazuju na visoku samoprocijenjenu samoefikasnost u području samoefikasnosti za suradnju. Analiza ovih podataka ukazuje na to da se učitelji u segmentu samoefikasnosti za suradnju osjećaju najmanje samoefikasnima, to jest najnižima samoprocjenjuju vlastite sposobnosti za poduzimanje akcija koje će dovesti do promjena.</span>

<span style="font-size: 11.0pt;">Iz rezultata u Tablici 5. vidljivo je kako rezultati nemaju normalnu distribuciju. </span>

<span style="font-size: 11.0pt;"> </span>

<span style="font-size: 10.0pt;">Tablica 5</span>

<span style="font-size: 10.0pt; mso-bidi-font-weight: bold;">Testovi normalnost distribucije rezultata na Upitniku samoefikasnosti za inkluzivnu praksu – Kolomogorov-Smirnov test (D) i Shapiro-Wilkov test (W) </span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain2" id="bkmrk-skala-d-p-%28d%29-w-p-%28w" style="width: 100.0%; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="100%"><tbody><tr style="mso-yfti-irow: -1; mso-yfti-firstrow: yes; mso-yfti-lastfirstrow: yes;"><td style="width: 19.76%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;">Skala</span>

</td><td style="width: 16.06%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="16%"><span style="font-size: 10.0pt;">D</span>

</td><td style="width: 16.04%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="16%"><span style="font-size: 10.0pt;">P (D)</span>

</td><td style="width: 16.04%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="16%"><span style="font-size: 10.0pt;">W</span>

</td><td style="width: 16.04%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="16%"><span style="font-size: 10.0pt;">P (W)</span>

</td><td style="width: 16.04%; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="16%"><span style="font-size: 10.0pt;">df</span>

</td></tr><tr style="mso-yfti-irow: 0; mso-yfti-lastrow: yes;"><td style="width: 19.76%; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="19%"><span style="font-size: 10.0pt;">Upitnik samoefikasnosti za inkluzivnu praksu</span>

</td><td style="width: 16.06%; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="16%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">,054</span>

</td><td style="width: 16.04%; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="16%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">,015</span>

</td><td style="width: 16.04%; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="16%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">,983</span>

</td><td style="width: 16.04%; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="16%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">,000</span>

</td><td style="width: 16.04%; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="16%"><span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">357</span>

</td></tr></tbody></table>

<span style="font-size: 11.0pt;"> </span>

<span style="font-size: 11.0pt;">Razlike u aritmetičkim sredinama odgovora učitelja razredne i predmetne nastave za svaku pojedinu varijablu <span style="mso-bidi-font-weight: bold; mso-bidi-font-style: italic;">Upitnika samoefikasnosti za inkluzivnu praksu</span><span style="mso-spacerun: yes;"> </span>ispitane su Mann-Whitneyevim testom, budući se pokazalo kako rezultati odstupaju od normalne distribucije. </span>

<span style="mso-fareast-language: HR; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-fjjw0mdk.png)</span>

<span style="font-size: 10.0pt;">Graf 1</span>

<span style="font-size: 10.0pt; mso-bidi-font-weight: bold;">Razlike u aritmetičkim sredinama rezultata na Upitnika samoefikasnosti za inkluzivnu praksu kod učitelja razredne i predmetne nastave </span>

<span style="font-size: 11.0pt;"> </span>

<span style="font-size: 11.0pt;">Rezultati prikazani u Grafu 1<span style="mso-spacerun: yes;"> </span>pokazuju kako učitelji razredne nastave ostvaruju više rezultate u sve 52 varijable Upitnika samoefikasnosti za inkluzivnu praksu, a Mann-Whitneyev test pokazao je kako su ti rezultati statistički značajni u čak 41 varijabli.</span>

<span style="font-size: 11.0pt;">Uočljivo je kako je najniži rezultat na ovoj subskali postignut od učitelja predmetne nastave na varijabli 30. koja govori o samoefikasnosti učitelja da utječu na veličinu razreda u svojoj školi. Na istoj varijabli svoj najniži rezultat ostvarila je i skupina učitelja razredne nastave. Iako je njihov rezultat bolji od rezultata učitelja predmetne nastave, ta razlika nije statistički značajna. Ovaj podatak o najniže samoprocijenjenoj varijabli korespondira s ranije spomenutim zaključkom analize manifestnih varijabli, koji je pokazao kako se obje skupine učitelja najmanje efikasnima smatraju u osnim segmentima samoefikasnosti koji pokrivaju područje samoefikasnosti za suradnju. Najviši rezultat na ovoj skali postigli su učitelji razredne nastave na varijabli 24. koja ukazuje na samoefikasnost za razgovor s učenicima o temama koje će im pomoći da poštuju i prihvaćaju međusobne različitosti. Učitelji predmetne nastave, pak, svoj su najviši rezultat ostvarili na varijabli 12. koja govori o samoefikasnosti za poticanje učenika na rad u parovima ili malim grupama. Međutim, i na ovoj varijabli učitelji razredne nastave ostvarili su statistički značajno bolje rezultate od učitelja predmetne nastave. </span>

<span style="font-size: 11.0pt;">Za testiranje razlika između skupina učitelja razredne i predmetne nastave u odnosu na kombinaciju varijabli *<span style="mso-bidi-font-weight: bold;">Upitnika samoefikasnosti za inkluzivnu praksu </span>*<span style="mso-bidi-font-weight: bold; mso-bidi-font-style: italic;">odnosno za pogodnost primjene diskriminacijske analize</span> korištena je multivarijatna analiza varijance. Analiza je pokazala kako postoje statistički značajne razlike u samoprocijenjenoj samoefikasnosti za inkluzivnu praksu između taksonomskih skupina učitelja razredne i predmetne nastave, Λ=,592, F (52,301) = 3,99, p= ,000 .</span>

<span style="font-size: 11.0pt;">Za utvrđivanje latentnih dimenzija razlika među učiteljima razredne i predmetne nastave u samoprocjenama samoefikasnosti za inkluzivnu praksu korištena je diskriminacijska analiza.</span>

<span style="font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">Ekstrahirana je jedna diskriminacijska funkcija (Tablica 6)<span style="mso-spacerun: yes;"> </span>s dobrom diskriminacijskom moći te funkcije u praktičnom smislu (R = ,639). Izračunate vrijednosti pokazuju kako sustav od 52 varijable Upitnika samoefikasnosti za inkluzivnu praksu statistički<span style="mso-spacerun: yes;"> </span>razlikuje skupine učitelja predmetne i razredne nastave.</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR; mso-bidi-font-weight: bold;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR; mso-bidi-font-weight: bold;">Tablica 6</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;"><span style="mso-spacerun: yes;"> </span>Postotak objašnjenje varijance (%var), koeficijent kanoničke korelacije (R), Wilksova lambda (Λ), hi-kvadrat (χ2), stupnjevi slobode (df), statistička značajnost diskriminacijske funkcije (P) – učitelji razredne i predmetne nastave – samoefikasnost za inkluzivnu praksu </span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain2" id="bkmrk-funkcija-%25var-r-%CE%9B-%CF%872" style="border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;"><tbody><tr style="mso-yfti-irow: -1; mso-yfti-firstrow: yes; mso-yfti-lastfirstrow: yes;"><td style="width: 64.7pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">Funkcija</span>

</td><td style="width: 64.7pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">%var</span>

</td><td style="width: 64.7pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">R</span>

</td><td style="width: 64.75pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">Λ</span>

</td><td style="width: 64.75pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">χ2</span>

</td><td style="width: 64.75pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">df</span>

</td><td style="width: 64.75pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">P</span>

</td></tr><tr style="mso-yfti-irow: 0; mso-yfti-lastrow: yes;"><td style="width: 64.7pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">1</span>

</td><td style="width: 64.7pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">100</span>

</td><td style="width: 64.7pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">,639</span>

</td><td style="width: 64.75pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">,592</span>

</td><td style="width: 64.75pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">171,09</span>

</td><td style="width: 64.75pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">52</span>

</td><td style="width: 64.75pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="86"><span style="font-size: 10.0pt;">,000</span>

</td></tr></tbody></table>

**<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;"> </span>**

**<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">Tablica 7</span>**

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR; mso-bidi-font-weight: bold;">Struktura diskriminacijske funkcije – statistički značajne varijable</span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" id="bkmrk-varijabla-s-26.-znam" style="width: 100.0%; border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="100%"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 81.84%; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="81%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">Varijabla</span>

</td><td style="width: 18.16%; border: solid windowtext 1.0pt; border-left: none; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="18%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">S</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 81.84%; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="81%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">26. Znam kako organizirati edukacije i radionice za roditelje na temu različitosti među učenicima.</span>

</td><td style="width: 18.16%; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="18%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">,416</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 81.84%; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="81%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">25. Mogu provoditi aktivnosti koje će rezultirati prihvaćanjem učenika s teškoćama u razrednoj zajednici.</span>

</td><td style="width: 18.16%; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="18%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">,403</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 81.84%; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="81%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">43. Mogu utjecati na to da učenici rado dolaze u školu.</span>

</td><td style="width: 18.16%; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="18%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">,381</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 81.84%; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="81%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">5. Mogu osigurati prikladne izazove za učenike različitih sposobnosti.</span>

</td><td style="width: 18.16%; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="18%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">,341</span>

</td></tr><tr style="mso-yfti-irow: 5;"><td style="width: 81.84%; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="81%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">22. Znam osmisliti aktivnosti u razredu tako da one uključuju svakog učenika.</span>

</td><td style="width: 18.16%; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="18%"><span style="mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">,340</span>

</td></tr><tr style="mso-yfti-irow: 6;"><td style="width: 81.84%; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="81%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">35. Mogu motivirati učenike koji su nezainteresirani za školu.</span>

</td><td style="width: 18.16%; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="18%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">,340</span>

</td></tr><tr style="mso-yfti-irow: 7;"><td style="width: 81.84%; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="81%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">23. Znam odabrati za učenika u razredu mjesto s kojeg će najbolje pratiti nastavu.</span>

</td><td style="width: 18.16%; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="18%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">,331</span>

</td></tr><tr style="mso-yfti-irow: 8; mso-yfti-lastrow: yes;"><td style="width: 81.84%; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="81%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">44. Mogu utjecati na to da učenici imaju povjerenja u učitelje.</span>

</td><td style="width: 18.16%; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="18%"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">,307</span>

</td></tr></tbody></table>

<span style="font-size: 11.0pt;"> </span>

<span style="font-size: 11.0pt;">Iz strukture matrice (Tablica 7) je vidljivo kako sve varijable pozitivno koreliraju s diskriminacijskom funkcijom, a temeljem položaja centroida promatranih skupina (Tablica 8.) na način da skupina učitelja razredne nastave pokazuje višu samoefikasnost za poticanje uključivosti i prihvaćanje različitosti od učitelja predmetne nastave tj. veću samoefikasnost za inkluzivnu praksu. Varijable koje najviše sudjeluju u njenom kreiranju odnose se na samoefikasnost za organizaciju i provedbu edukacija za roditelje na temu različitosti među učenicima (varijabla 26.), samoefikasnost za provedbu aktivnosti koje će rezultirati prihvaćanjem učenika u razrednoj zajednici (varijabla 25.) te utjecanje na to da učenici rado dolaze u školu (varijabla 43). Tu je i varijabla koja govori o samoefikasnosti za osiguravanje prikladnih izazova za učenike različitih sposobnosti (varijabla 5.). Potom, učitelji razredne nastave značajno se razlikuju od učitelja predmetne nastave u samoefikasnosti za motivaciju učenika koji su nezainteresirani za školu (varijabla 35.), za odabir najadekvatnijeg mjesta u razredu za učenika (varijabla 23.) i za poticanje učenika na to da imaju povjerenja u svoje učitelje (varijabla 44.).</span>

<span style="font-size: 11.0pt;">Obzirom na varijable koje najviše sudjeluju u njenom kreiranju, navedena diskriminacijska funkcija prepoznata je kao *samoefikasnost za inkluzivnu praksu kroz podršku različitosti, pozitivno pojačanje i poticanje uključivosti.*</span>

<span style="font-size: 11.0pt;">Dobiveni se rezultati nadovezuju na rezultate koje je u svom istraživanju prikazao Milenković (2011) utvrđujući kako je kod učitelja razredne nastave prisutna znatno viša razina inkluzivnosti nego kod učitelja predmetne nastave, pa tako i znatno viša razina samoefikasnosti za stvaranje inkluzivnog školskog ozračja. Navedeno se odnosi na samopercipiranu sposobnost da se poduzmu akcije koje će utjecati na prihvaćanje učenika s teškoćama u razrednoj zajednici, na stvaranje odnosa povjerenja između učenika i učitelja te na to da učenici rado dolaze u školu.</span>

<span style="font-size: 11.0pt;">Ovo istraživanje pokazalo je i kako učitelji razredne nastave pokazuju znatno višu razinu samoefikasnosti usmjerene na motiviranje učenika od učitelja predmetne nastave. Slične rezultate pokazalo je i istraživanje Djigić i suradnika (2014), kao i jedno od rijetkih istraživanja samoefikasnosti hrvatskih učitelja, koje je provela Vidić (2009). U njemu je istaknuto kako učitelji razredne nastave, od svih komponenti samoefikasnosti, najbolje percipiraju svoju samoefikasnost za upravljanje razredom. I ovdje se pokazalo kako se učitelji razredne nastave procjenjuju efikasnijima, među ostalima, <span style="mso-spacerun: yes;"> </span>za poduzimanje uključivih aktivnosti u razredu te za motiviranje učenika koji su nezainteresirani za školu, od svojih kolega u predmetnoj nastavi.</span>

<span style="font-size: 11.0pt;">Iako neka regionalna istraživanja nisu pronašla razlike u spremnosti učitelja razredne i predmetne nastave za rad u inkluzivnim uvjetima (Spasenović i Matović, 2015; Okić, 2018), ovo je istraživanje potvrdilo nalaze Djigić i suradnika (2014) kako učitelji razredne nastave znatno višom procjenjuju svoju samoefikasnost u području prilagodbe nastave individualnim potrebama učenika od učitelja predmetne nastave. </span>

<span style="font-size: 10.0pt;"> </span>

<span style="font-size: 10.0pt;">Tablica 8</span>

<span style="font-size: 10.0pt;">Centroidi skupina </span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain2" id="bkmrk-skupina-funkcija-1-u" style="border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;"><tbody><tr style="mso-yfti-irow: -1; mso-yfti-firstrow: yes; mso-yfti-lastfirstrow: yes;"><td style="width: 151.0pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">Skupina</span>

</td><td style="width: 151.05pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">Funkcija 1</span>

</td></tr><tr style="mso-yfti-irow: 0;"><td style="width: 151.0pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">URN</span>

</td><td style="width: 151.05pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">,966</span>

</td></tr><tr style="mso-yfti-irow: 1; mso-yfti-lastrow: yes;"><td style="width: 151.0pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">UPN</span>

</td><td style="width: 151.05pt; border: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="201"><span style="font-size: 10.0pt;">-,710</span>

</td></tr></tbody></table>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR; mso-bidi-font-weight: bold;">URN – učitelji razredne nastave; UPN – učitelji predmetne nastave</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR; mso-bidi-font-weight: bold;"> </span>

**<span style="mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">Zaključak</span>**

<span style="font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">Temeljem dobivenih rezultata istraživanja postavljena hipoteza H1 postoje statistički značajne razlike u samoprocijenjenoj samoefikasnosti za inkluzivnu praksu između učitelja razredne i predmetne nastave, može se prihvatiti. Statistički značajne razlike u samoprocijenjenoj samoefikasnosti za inkluzivnu praksu između učitelja razredne i predmetne nastave vidljive su u područjima samoefikasnosti za inkluzivno poučavanje, samoefikasnosti za suradnju, samoefikasnosti za upravljanje ponašanjem i samoefikasnosti za inkluzivno školsko ozračje. Slijedom toga, diskriminacijska funkcija predstavlja učiteljsku </span>*<span style="font-size: 11.0pt;">samoefikasnost za inkluzivnu praksu kroz podršku različitosti, pozitivno pojačanje i poticanje uključivosti</span>*<span style="font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">, na način da je ona veća kod učitelja razredne nastave nego kod učitelja predmetne nastave. </span>

<span style="font-size: 11.0pt;">Moguće je pretpostaviti kako različito inicijalno obrazovanje učitelja razredne i predmetne nastave dovodi do razlika u njihovoj samoprocijenjenoj samoefikasnosti (Djigić i sur., 2014), posebno zbog toga što studijski programi budućih učitelja razredne nastave sadrže više psihološke, pedagoške i metodičke pripreme, među ostalim i za rad u inkluzivnim uvjetima. U budućnosti, bilo bi korisno istražiti razlike u predmetno specifičnoj samoefikasnosti za inkluzivno poučavanje kod učitelja razredne nastave, budući teorija samoefikasnosti ističe kako učiteljska samoefikasnost varira od predmeta do predmeta te kako učitelj koji pokazuje visoku samoefikasnost za nastavu matematike ne mora pokazivati istu razinu samoefikasnosti za nastavu nekog drugog nastavnog predmeta (Bandura, 1977; prema Velthius, Fisser i Pieters, 2014).</span>

<span style="font-size: 11.0pt;">Međutim, temelje inkluzivnog obrazovanja potrebno je jednako snažno graditi i u okviru razredne, ali i u okviru predmetne nastave. Stoga je preporuka uzeti u obzir razlike među učiteljima koje potvrđuje ovo istraživanje i na njima temeljiti organizaciju stručnih usavršavanja koja bi trebala biti kreirana tako da najbolje zadovoljavaju potrebe za profesionalnim razvojem i unapređenjem prakse učitelja, uzimajući u obzir razlike u čimbenicima koji utječu na njihovu samoefikasnost. U ovom istraživanju učitelji predmetne nastave pokazali su potrebu za stručnim usavršavanjima koja će im pomoći podići razinu samoefikasnosti u svim komponentama inkluzivne prakse, uključujući samoefikasnost za inkluzivno poučavanje,<span style="mso-spacerun: yes;"> </span>u domeni izrade individualiziranih kurikuluma, korištenja različitih metoda poučavanja učenika s teškoćama, primjene različitih strategija praćenja i vrednovanja učenika i prilagodbe nastavnih materijala. Samoefikasnost za suradnju poželjno bi bilo graditi kroz aktivnosti stručnog usavršavanja usmjerene na podizanje kompetencija i samoefikasnosti za participativnost i decentralizirano upravljanje školom. Tu su i specifična usavršavanja koja mogu</span> **<span style="mso-spacerun: yes;"> </span>**<span style="font-size: 11.0pt;">omogućiti stjecanje vještina koje će učitelje osposobiti za suradnju s roditeljima i pružanje podrške obiteljima te uključivanje roditelja u školske aktivnosti, u svrhu podizanja razine samoefikasnosti za suradnju. I, u konačnici, u domeni samoefikasnosti za inkluzivno školsko ozračje, učitelji bi imali koristi od stručnih usavršavanja usmjerenih na implementaciju pristupa poučavanju koji će ojačati socijalni razvoj i interakcije među učenicima.</span>

<span style="font-size: 11.0pt;">Navedeno ne znači da aktivnosti stručnih usavršavanja u svrhu podizanja razine samoefikasnosti za inkluzivnu praksu treba u manjoj mjeri organizirati za učitelje razredne nastave. No, kako je rečeno, pri tom treba svakako uzeti u obzir višu razinu samoefikasnosti u ovom području koja je kod njih prisutna, i u skladu s tim kreirati ponudu i sadržaje tih usavršavanja. </span>

<span style="font-size: 11.0pt;">Ograničenja ovog istraživanja mogu se naći u dobrovoljnosti uzorka. Nije utvrđeno koliko broj učitelja je unatoč zaprimljenom pozivu odbio sudjelovati u istraživanju. Uz to, podaci se baziraju na samoizvještavanju. Pri provedbi istraživanja nastojalo se umanjiti mogućnost davanja društveno poželjnih odgovora, ali to ne jamči da su zaista i uklonjene sve manjkavosti samoizvještavanja. Prema Ho i Hau, (2004), utvrđena struktura učiteljske samoefikasnosti za inkluzivnu praksu primjenjiva je na različite kulturalne kontekste, ali vrlo korisno bi bilo istraživanje provesti na uzorku učitelja iz čitave Hrvatske. </span>

<span style="font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">Znanstveni doprinos ovog rada je<span style="mso-spacerun: yes;"> </span>dobivanju rezultata temeljenih na znanstvenim istraživanju koji nude uvid u strukturu samoprocijenjene samoefikasnosti učitelja pojedinih osnovnih škola u Republici Hrvatskoj za inkluzivnu praksu i razumijevanje povezanosti pojedinih komponenti samoefikasnosti s čimbenicima koji bi na nju mogli utjecati kada se radi posebice o učiteljima predmetne nastave. Pri tome rezultati mogu poslužiti kao smjernice za izradu specifičnih programa stručnog usavršavanja za razvoj samoefikasnosti za inkluzivnu praksu namijenjenog učiteljima u najširem smislu. </span>

**<span style="mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: HR;">Literatura</span>**

<span style="font-size: 11.0pt;">Allinder, R. M. (1994). The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants. *Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children,* 17(2), 86–95.</span>

<span style="font-size: 11.0pt;">Bandura, A. (1997). *Self-efficacy: The exercise of control.* New York, SAD: Freeman Lawrence.</span>

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<span style="font-size: 11.0pt;">Chao, C. N. G., Lai, F. T. T., Ji, M., Lo, S. K., i Sin, K. F. (2018). Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools? *Teaching and Teacher Education,* 75,164-173.</span>

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<span style="font-size: 11.0pt; line-height: 107%;">Djigić, G., Stojiljković, S., i Dosković, M. (2014). Basic personality dimensions and teachers’ self-efficacy. *Procedia-Social and Behavioral Sciences*, *112*, 593-602.</span>

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*<span style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin;">Gibson</span>*<span style="font-size: 11.0pt;">, S., i **<span style="font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin;">Dembo</span>*,* M. (*<span style="font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin;">1984</span>*). Teacher Efficacy A Construct Validation. *Journal of Educational Psychology*, 76, 569-582.</span>

<span style="font-size: 11.0pt;">Guskey, T. R. (1987). Context variables that affect measures of teacher efficacy. *The Journal of Educational Research, 81*(1), 41–47.</span>

<span style="font-size: 11.0pt;">Ivančić, Đ. (2012). *Pokazatelji kvalitete inkluzivne osnovne škole* \[Doktorska disertacija\]. Edukacijsko-rehabilitacijski fakultet, Zagreb, Sveučilište u Zagrebu.</span>

<span style="font-size: 11.0pt;">Klassen, R., i Chiu, M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. *Journal of Educational Psychology*, 102, 741-756.</span>

<span style="font-size: 11.0pt;">Kuyini, A. B., Desai, I. i Sharma, U. (2020). Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. *International Journal of Inclusive Education*, *24*(14), 1509-1526.</span>

<span style="font-size: 11.0pt;">Lopes, J. L., i Oliveira, C. R. (2021). Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy. *Education Sciences*, *11*(4), 169.</span>

<span style="font-size: 11.0pt;">Malinen, O. P., Savolainen, H. i Xu, J. (2013). Dimensions of teacher self-efficacy for inclusive practices among mainland Chinese pre-service teachers. *Journal of International Special Needs Education*, *16*(2), 82-93.</span>

<span style="font-size: 11.0pt;">Marković, V. (2022). Samoprocjena samoefikasnosti učitelja u inkluzivnom obrazovanju u Istarskoj županiji. \[Doktorska disertacija\]. Fakultet za odgojne i obrazovne znanosti Sveučilište Jurja Dobrile u Puli.</span>

<span style="font-size: 11.0pt;">Metsala, J. L., i <span style="mso-spacerun: yes;"> </span>Harkins, M. J. (2019). An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education. *Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children*, 088840641987306.</span>

<span style="font-size: 11.0pt;">Midgley, C., Anderman, E., i<span style="mso-spacerun: yes;"> </span>Hicks, L. (1995). Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach. *Journal of Early Adolescence*, 15, 90-113.</span>

<span style="font-size: 11.0pt; line-height: 107%;">Mlinarević, V. i Duka, K. (2023). Inicijalna izobrazba učitelja za odgoj i obrazovanje iz ustanova socijalne skrbi u inkluzivnoj školi. *Školski vjesnik, 72* (2), 4-21.</span>

<span style="font-size: 11.0pt;">Nacionalna strategija izjednačavanja mogućnosti za osobe s invaliditetom od 2017. do 2020. godine, *Narodne novine,* 42/2017.</span>

<span style="font-size: 11.0pt;">Peebles, J. L., i Mendaglio, S. (2014). The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms. *International Journal of Inclusive Education*, *18*(12), 1321-1336.</span>

<span style="font-size: 11.0pt;">Podell, D. M., i Soodak, L. C. (1993). Teacher efficacy and bias in special education referral. *Journal of Educational Research*, 86, 247-253.</span>

<span style="font-size: 11.0pt;">Reichenberg, M., i Löfgren, K. (2019). On the Relationship between Swedish Special Educators' Work Absenteeism, Job Satisfaction, and Self-Efficacy for Inclusive Education. *International Journal of Research in Education and Science*, *5*(2), 615-627.</span>

<span style="font-size: 11.0pt;">Reiser, R. (2008). Implementing Inclusive Education. A Commonwealth Guide to Implementing Article 24 of the UN Convention on the Rights of Persons with Disabilities. *British Journal of Educational Studies*, 61:1. </span>

<span style="font-size: 11.0pt;">Roll-Pettersson, L. (2008). Teachers’ Perceived Efficacy and the Inclusion ofa Pupil with Dyslexia or Mild Mental Retardation: Findings From Sweden. *Education and Training in Developmental Disabilities* 43 (2): 174–185.</span>

<span style="font-size: 11.0pt;">Sharma, U., <span style="mso-spacerun: yes;"> </span>i Nuttal, A. (2016). The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion, *Asia-Pacific Journal of Teacher Education, 44*(2), 142-155.</span>

<span style="font-size: 11.0pt;">Sharma, U., Loreman, T., i Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. *Journal of Research in Special Educational Needs*, 12(1), 12–21.</span>

<span style="font-size: 11.0pt;">Shaukat, S., Sharma, U. i Furlonger, B. (2013). Pakistani and Australian preservice teachers’ attitudes and self-efficacy towards inclusive education. *Journal of Behavioural Sciences*, 23(2), 1–16.</span>

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<span style="font-size: 11.0pt;">Specht, J., McGhie - Richmond, D., Loreman, T., Mirenda, P., Bennett, S., Gallagher, T., ...Cloutier, S. (2016). Teaching in inclusive classrooms: Efficacy and beliefs of Canadian preservice teachers. *International Journal of Inclusive Education*, 20, 1-15.</span>

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<span style="font-size: 11.0pt;">Yada, A., Tolvanen, A., i Savolainen, H. (2018). Teachers’ attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling. *Teaching and Teacher Education*, 75, 343–355.</span>

<table border="0" id="bkmrk-2nd-international-sc" style="width: 100%;"><tbody><tr><td class="align-right" style="width: 34.7886%;">  
[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

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<table border="1" id="bkmrk-the-role-of-digital-" style="width: 100.119048%;"><tbody><tr><td style="width: 100%;">**<span lang="SH" style="font-size: 14.0pt; font-family: 'Times New Roman',serif;">Inclusive Educational Practice: Assessment of Self-Efficacy of Primary and Subject Teachers</span>**


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<table border="0" id="bkmrk-abstract-keywords-%C2%A0" style="width: 100%; height: 457.187px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Abstract**

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<span lang="EN-GB">In addition to positive attitudes towards inclusive education, teachers' beliefs about their self-efficacy are an integral part of a teacher's competence profile. In the context of factors influencing teacher self-efficacy for inclusive practice, this research aims to determine the differences in self-assessed self-efficacy of Croatian elementary school classroom and subject teachers (N=357) with the purpose of determining the nature of these differences. Research has shown that statistically significant differences in self-assessed self-efficacy for inclusive practice between the classroom and subject teachers are visible in the areas of self-efficacy for inclusive teaching, self-efficacy for cooperation, self-efficacy for behavior management, and self-efficacy for an inclusive school environment. The discriminant analysis was used to determine the latent dimensions of differences between classroom and subject teachers in self-assessments of self-efficacy for inclusive practice. The results of the discriminant analysis indicate that the discriminant function represents teacher self-efficacy for encouraging inclusiveness and acceptance of diversity, i.e., self-efficacy for inclusive practice in such a way that it is higher in class teachers than in subject teachers. The scientific contribution of this paper is in obtaining results based on scientific research that offers an insight into the structure of self-assessed self-efficacy for the inclusive practice of selected elementary school teachers in the Republic of Croatia and understanding the connection of individual components of self-efficacy with factors that could affect it, especially when it comes to subject teachers. The results can serve as guidelines for the development of specific professional development programs for the development of self-efficacy for inclusive practice intended for teachers in the broadest sense. </span>

<span lang="EN-GB"> </span>

  
</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Key words:***

</td></tr><tr style="height: 42.2px;"><td style="width: 99.9048%; height: 42.2px;">classroom teachers, inclusive practice, self-efficacy, subject teachers

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# Kako odgojiteljice i učiteljice razumiju elemente demokracije

<div id="bkmrk--1"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.7178%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.3139%; height: 115.15px;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.032%; height: 106.9px;">## **Monika Pažur, Katarina Aladrović Slovaček**

*Učiteljski fakultet Sveučilišta u Zagrebu, Hrvatska*

*monika.pazur@ufzg.hr*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.881%; height: 46.4px;"><tbody><tr style="height: 46.4px;"><td style="width: 49.6796%; height: 46.4px;">**Sekcija - Odgoj i obrazovanje za socijalnu i kulturnu raznolikost**</td><td class="align-center" style="width: 12.6977%; height: 46.4px;">**Broj rada: 26**</td><td style="width: 37.6168%; height: 46.4px;">**Kategorija članka: Izvorni znanstveni rad**

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<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 368.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Sažetak**

</td></tr><tr style="height: 244.8px;"><td style="text-align: justify; width: 99.9048%; height: 244.8px;"><span lang="SK">Razvoj demokratskih kultura odgojno-obrazovnih institucija temelji se na razvoju građanske kompetencije onih koji u njemu sudjeluju, a koja se očituje u vrednovanju ljudskog dostojanstva i ljudskih prava te njegovanju kulturne raznolikosti i demokracije. Isto je moguće isključivo kada osoba razumije što demokracija jest, koji su njezini temeljni elementi i što oni podrazumijevaju, kako za građane, tako i za društvo u cijelosti. Ciljevi ovog istraživanja bili su (1) opisati kako odgojiteljice i učiteljice razumiju ključne koncepte demokracije, te (2) sumirati ključne riječi koje odgojiteljice i učiteljice koriste u opisivanju koncepata demokracije, kao i naznake odnosa među njima. Na temelju analize aktualne literature detektirano je 10 temeljnih elemenata demokracije. U istraživanju su sudjelovale 52 odgojiteljice i učiteljice, različitog radnog iskustva, koje su ispunjavajući upitnik opisale i definirale unaprijed izdvojene konstrukte demokracije. Provedena je tematska analiza sadržaja u odnosu na 3 komponente odgovora: sadržajna, leksička (vrste riječi, broj riječi, leksička gustoća i raznolikost) i sintaktičku (struktura i tipovi rečenica). Rezultati pokazuju kako odgojiteljice i učiteljice imaju uglavnom nisku i srednju razinu razumijevanja koncepata, kako na sadržajnoj, jednako tako na leksičkoj i sintaktičkoj razini. Dodatno, prepoznat je nizak varijabilitet u korištenju riječi za definiranje pojma, odnosno sudionice često koriste iste riječi za opisivanje različitih koncepata. Dobiveni rezultati ukazuju na potrebne promjene u inicijalnom obrazovanju učitelja i odgojitelja kako bi bili spremni odgovoriti na suvremene izazove i promjene u društvu, za što je ključno razumijevanje svih elemenata demokracije.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Ključne riječi:***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;"><span lang="SK">analiza sadržaja, koncepti demokracije, odgojiteljice, razumijevanje, učiteljice</span>

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**<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">Uvod</span>**

<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-fareast-language: HR;">Demokracija ne postoji bez aktivnih i odgovornih građana i građanki svjesnih vlastitih prava i odgovornosti u zajednicama u kojima djeluju. Kako bi isto postalo moguće, potrebno je povezati demokraciju i obrazovanje, te škole učiniti mjestima gdje svi imaju priliku sudjelovati u demokratskim procesima te inicirati i poticati promjene (Dewey, 1916). Jedna od temeljnih uloga odgojno-obrazovnih institucija današnjice jest pripremiti učenike[<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span lang="SK" style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-ansi-language: SK; mso-fareast-language: HR; mso-bidi-language: AR-SA;">\[1\]</span></span></span>](#_ftn1) za kompetentno sudjelovanje u demokratskom društvu (Gudjons, 1992). Dokumenti, zakoni, strategije i preporuke globalne (UNESCO, 1995; UN, 1998), europske (Europska unija, 1998; Vijeće Europe, 2000) i hrvatske (MZO, 2011; Hrvatski Sabor, 2014) odgojno-obrazovne politike, kao temelj razvoja demokratskih društva, zahtijevaju od školskog sustava da kod svojih učenika razvijaju građansku kompetenciju koja će ih učiniti aktivnim građanima svjesnih svojih prava i odgovornosti u zajednicama u kojima djeluju, primarno uvođenjem sadržaja za odgoj i obrazovanje za ljudska prava i demokratsko građanstvo u odgojno-obrazovne institucije. </span>

<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-fareast-language: HR;">Osnaživanje pojedinaca za život u demokraciji podrazumijeva osnaživanje individualnog identiteta te njegova priprema za stalno traganje za ravnotežom između individualne slobode i pripadnosti zajednici (Perotti, 1995). Kako bi netko bio pripremljen za to treba raspolagati temeljnim pojmovima koji mu omogućuju da živi s drugima, poštuje njihove slobode te održava i zagovara *ravnotežu moći između pojedinca, skupina i institucija*. Prava demokracija ne može zaživjeti van kulture ljudskih prava, u kojoj postoji načelo zaštite svačijeg dostojanstva i osiguranja temeljnih sloboda svima. Na tom tragu temeljni elementi demokracije *su individualni i društveni identitet*. Njihov suodnos i ravnoteža između ova dva koncepta, primarno je *odgovornost* svakog građanina, koji teži uspostavi kulture ljudskih prava te aktivno reagira kada dolazi do kršenja vlastitih ili tuđih prava (Gollob i Krapf, 2008). Pojedinac postaje aktivnim građaninom *osnaživanjem* kroz odgoj i obrazovanje koje se može ostvariti isključivo u onim okruženjima gdje isti ima priliku učiti o ljudskim pravima, ali i kroz njih (Spajić-Vrkaš i sur., 2004), odnosno gdje postoji temelj za isto kroz holistički *proces učenja u zajednici* ravnopravnih *u kojoj se uči* reflektirajući i promišljajući. Razvoj vrijednosti koje nekog čine građaninom demokracije, koji shvaća različitosti kao bogatstvo i teži za ravnopravnom distribucijom moći, moguće je samo kada se znanje ne stječe statično, već dinamično. Apple (1998) govori kako je znanje energija koja boravi u pojedincima i grupama, a njezino iskreno razumijevanje može izaći tek iskrenim *dijalogom*, kojim se učitelj i učenik susretne, te koji dovodi ne samo razmjeni stavova, već i *transformaciji* ponašanja i odnosa (Woods i sur., 2023). Jedan od glavnih elementa koji ukazuju na dinamičnost pojma demokracije jest *osjećaj bespomoćnosti*, koji podrazumijeva da oni koji imaju otežan pristup određenim pravima, nisu u mogućnosti se sami izboriti za njih. Upravo zato, važno je kao građanin kontinuirano doprinositi razvoju kulture mire i sigurnom okruženju, te kroz borbu za prava drugih težiti ostvarivanju *socijalne pravde* za sve (Miller, 1978). </span>

<span lang="SK" style="mso-bidi-font-family: Calibri; color: black;">Odgoj i obrazovanje trebali bi odgovoriti ovim zahtjevima demokratskih društava, i omogućiti razvoj pojedinaca koji održavaju ravnotežu između individualnih i kolektivnih identieta, pritom razumijevajući dinamičnost demokracije i vlastitu odgovornost u njenom razvoju i očuvanju. Na tragu ovog, UN Općom deklaracijom o ljudskim pravima (1948) definira da “*obrazovanje mora biti usmjereno punom razvoju ljudske osobe i jačati poštivanje ljudskih prava i temeljnih sloboda. Ono mora promicati razumijevanje, snošljivost i prijateljstvo među svim narodima i rasnim ili vjerskim grupama te podupirati nastojanja Ujedinjenih naroda na održanju mira*”.<span style="mso-spacerun: yes;"> </span></span><span lang="SK" style="mso-bidi-font-family: Calibri;">U Konvenciji o pravima djeteta (1989) također je utvrđeno da je jedno od temeljnih prava djeteta da zna svoja prava. U čl. 29. u tom se smislu obvezuje države stranke na promicanje obrazovanja koje ne samo da razvija osobnost, talente te duševne i tjelesne sposobnosti djeteta, nego unaprjeđuje poštivanje ljudskih prava i temeljnih sloboda te načela sadržanih u Povelji Ujedinjenih naroda. Na ovim temeljima, od sredine 20. stoljeća, pojavljuju se razni vodiči za učitelje o tome kako poučavati o ljudskim pravima i temeljnim slobodama, a posljedično se razvijaju i obrazovni programi kojima se odgoj i obrazovanje za ljudska prava i demokratsko građanstvo uključuje u formalni odgojno-obrazovni sustav. Međutim, razvoj takvog tipa obrazovanja nije bio jednostavan. Prema Spajić-Vrkaš i sur. (2004) smetnje su se pojavile na tri razine: nedostatak jasnih smjernica i programa kojima se u području obrazovanja promiču međunarodni ciljevi; prevlast kognitivističkog pristupa u stjecanju znanja i pasivnih metoda učenja, što je bilo nespojivo s novim međunarodnim potrebama u području obrazovanja; te odsustvo učinkovitih mehanizama nadzora nad primjenom međunarodno prihvaćenih standarda, smjernica i programa u obrazovanju što je, uz raznolikost političkog ustroja zemalja članica i prihvaćanje obrazovanja kao područja koje se nalazi pod isključivom nadležnošću država, u stvarnosti moglo značiti da će međunarodna nastojanja ostati samo na deklarativnom izjašnjavanju. </span><span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-fareast-language: HR;">Razvoj demokratskih kompetencija učenika ne može se odvijati neovisno o demokratizaciji čitavog odgojno-obrazovnog sustava, odnosno drugim riječima, nužno je elemente demokracije integrirati i u oblik obrazovnih aktivnosti (</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black;">strukture školskog vođenja, metode poučavanja, obrazovne aktivnosti učitelja i učenika)<span style="mso-bidi-font-weight: bold;">, i</span> u </span><span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-fareast-language: HR;">sadržaje obrazovanja (</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black;">objektivna, demokratska, slobodna, kompletna refleksija na sve predmetne kurikulume, uzimajući u obzir svakodnevna iskustva i individualne potrebe)</span><span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-fareast-language: HR;">, te u izvannastavne aktivnosti učenika, </span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black;">uključujući promociju javnoga obrazovanja</span><span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-fareast-language: HR;"> i suradnju s lokalnom zajednicom i </span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black;">ostalim sferama socijalnog života (ekonomija, znanost, kultura, mediji, donosioci odluka…)</span><span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-fareast-language: HR;"> (Bondarenko i Kozulin, 2006). </span><span lang="SK" style="mso-bidi-font-family: Calibri;">Imajući na umu sve ove elemente, te istovremeno djelovanje na sadržajnoj, metodičkoj i odgojnoj razini, jasno je da je jedan od temelja kvalitetnog uvođenja ovog tipa obrazovanja, da oni koji rade s djecom i učenicima i sami imaju razvijenu građansku kompetenciju. </span>

<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;"> </span>

**<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">Građanska kompetencija učitelja u Hrvatskoj</span>**

<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">U Zaključcima Vijeća EU-a iz 2014. o učinkovitom obrazovanju nastavnika[<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span lang="SK" style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-ansi-language: SK; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">\[2\]</span></span></span>](#_ftn2) navodi se kako su jedan od ključnih čimbenika u razvoju aktivnih i odgovornih učenika, upravo znanje, vještine i stavovi učitelja. Građanska kompetencija je skup znanja, vještina, stavova i vrijednosti koje omogućuju pojedincima aktivno sudjelovanje u društvenim, političkim i kulturnim životima (Kovačić i Horvat, 2016). U kontekstu obrazovanja građanska kompetencija učitelja predstavlja ključnu komponentu profesionalnog razvoja jer učitelji ne samo da prenose akademska znanja, već i modeliraju društvene i etičke norme koje oblikuju mlade ljude u odgovorne građane. Lonto (2019) opisuje građansku komepetenciju učitelja kao skup građanskog znanja i razumijevanja, građanskih vještina i sposobnosti te građanske naravi, a jednako tako podrazumijeva da učitelj ima razvijene građanske sposobnosti, građansko samopouzdanje i građansku predanost. Građanska kompetencija obuhvaća razne aspekte osobnog i društvenog angažmana, uključujući razumijevanje političkih i društvenih institucija, sposobnost kritičkog mišljenja, razvijanje socijalnih vještina te aktivnu participaciju u društvenim procesima. Prema europskim smjernicama (EU, 2018) građanska kompetencija uključuje: znanje o društvu (razumijevanje osnovnih principa i funkcija demokracije, ljudskih prava, zakona, te društvenih normi; kritičko mišljenje (razvijanje sposobnosti analize i vrednovanja informacija, te prepoznavanja manipulacija i dezinformacija); sociokulturalnu odgovornost (razvijanje svijesti o kulturnoj raznolikosti, socijalnoj pravdi i održivom razvoju, te aktivnu participaciju (poticanje učenika na sudjelovanje u demokratskim procesima i društvenim akcijama). Učitelji imaju ključnu ulogu u oblikovanju građanske kompetencije budući da su oni prvi nositelji društvenih vrijednosti s kojima se djeca susreću. </span>

<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">Kako bi učitelji razvili građansku kompetenciju, potrebno je na sve fakultete iz kojih izlaze budući djelatnici u praksi odgoja i obrazovanja uvesti ishode koji će osigurati razvijanje građanskih znanja, vještina i stavova, kako bi sami učitelji postali primjer aktivnog i odgovornog građanstva (Huddleston, 2005). Svakako je prva dimenzija ove kompetencije učiteljevo znanje i razumijevanje, što podrazumijeva razumijevanje temeljnih načela i vrijednosti demokracije i ljudskih prava (Brett i sur., 2009). Nadalje, učitelji trebaju promicati aktivno učenje i uključivanje učenika u aktivnosti koje su suradničke i poticajne (Huddleston i sur., 2007).<span style="mso-spacerun: yes;"> </span>Potom, važno je da učitelji imaju razvijene određene društvene kompetencije, uz pomoć kojih kvalitetno facilitiraju rasprave o političkim predstavnicima, medijima, organizacijama civilnog društva i raznim društvenim događajima (Audigier, 2000). Završna dimenzija građanske kompetencije učitelja je njegova sposobnost da promišlja, vrednuje i poboljšava vlastiti rad (Birzea, 2000). </span>

<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">U komparativnom istraživanju građanskog odgoja i obrazovanja u Europi (2017) vidljivo je kako dio europskih država uvodi vrhovne propise ili preporuke kako bi svi na učiteljskim studijima razvili specifične kompetencije vezane uz građanski odgoj i obrazovanje (npr. Danska, Španjolska, Francuska, Austrija), što je u skladu s preporukama *Alata za izobrazbu nastavnika za demokratsko građanstvo i ljudska prava* (Huddelston, 2005). U Republici Hrvatskoj ne postoji takav sustavan pristup obrazovanju učitelja, a razvoj građanske kompetencije učitelja ovisi najčešće o njihovoj motiviranosti i zainteresiranosti za ove sadržaje (Pažur, 2023). U prethodno provedenim istraživanjima (Pažur, 2016; Schultz i sur., 2016) učitelji se izjašnjavaju kako se ne osjećaju dovoljno kompetentno za provođenje građanskog odgoja i obrazovanja, posebice za ostvarivanje odgojno-obrazovnih ishoda učenika u području ljudsko-pravne dimenzije i političkog obrazovanja (Spajić-Vrkaš i sur., 2016). Neinformirani ili slabo informirani građani ne razumiju u dovoljnoj mjeri rasprave o društvenim pitanjima i rijetko sudjeluju u procesima odlučivanja (Popkin i Dimock, 1999) te je stoga teško očekivati od nedovoljno pripremljenih učitelja da kompetentno pripremaju učenike za demokratske procese. </span>

<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">S obzirom da je prva stepenica pripremljenosti razvijenosti građanske kompetencije građanska znanja i razumijevanja, ovo istraživanje ispituje u kojoj mjeri odgojiteljice i učiteljice razumiju pojmove vezane uz demokraciju i ljudska prava. </span>

**<span lang="SK" style="mso-bidi-font-family: Calibri;">Metodologija</span>**

<u><span lang="SK" style="mso-bidi-font-family: Calibri;">Ciljevi</span></u>

<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: #222222;">1) Opisati kako odgojiteljice i učiteljice razumiju ključne koncepte demokracije.</span>

<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: #222222;">2) Sumirati ključne riječi koje odgojiteljice i učiteljice koriste u opisivanju koncepata demokracije, kao i naznake odnosa među njima.</span>

<u><span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: #222222;">Uzorak</span></u>

<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: #222222;">U istraživanju su sudjelovale 52 sudionice, od čega odgojiteljice (N = 34) i učiteljice razredne nastave (N = 18). </span>

<u><span lang="SK" style="mso-bidi-font-family: Calibri;">Metoda i instrument</span></u>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Istraživanje je provedeno kvalitativnom metodologijom, metodom tematske analize sadržaja. Ispitanici su popunjavali upitnik s deset koncepata: *društveni identitet; socijalna pravda; odgovornost; bespomoćnost; osnaživanje; prihvaćanje različitosti; transformacijski dijalog; dijeljenje moći; proces učenja;* te *zajednica.*</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Na instrumentu se nalazila sljedeća uputa: „*Ukratko objasnite sljedeće pojmove. Spomenite sve što smatrate važnim da bi opisali dobiveni pojam, ukratko ga definirajte i istaknite njegove najvažnije elemente*.“. </span>

<u><span lang="SK" style="mso-bidi-font-family: Calibri;">Način prikupljanja i obrade podataka</span></u>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Podatci su se prikupljali uživo u veljači 2024. godine. </span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Obrada podataka odvijala se u nekoliko faza. Svi podatci uneseni su u NVIVO program te u program Sketch Engine – program za računalnu analizu teksta. Analiza je provedena deduktivno, odnosno teme relevantne za područje demokracije i ljudskih prava bile su unaprijed određene (deset koncepata), a po pet kodova je unutar svake teme detektirano na temelju analize relevantne literature. Odabrani kodovi su se tražili u svakom odgovoru.</span>

**<span lang="SK" style="mso-bidi-font-family: Calibri;">Rezultati</span>**

<span lang="SK" style="mso-bidi-font-family: Calibri;">Rezultati ukazuju na vrlo nisku razinu razumijevanja temeljnih pojmova demokracije. Najviša razina razumijevanja postoji kod pojmova *društveni identitet, bespomoćnost* i *proces učenja*. *Društveni identitet* sudionice povezuju primarno s kodom individualnog identiteta te osjećaja pripadnosti nekoj skupini. Kada opisuju *bespomoćnost*, prva asocijacija sudionica jest da je ona vezana uz postavljenu hijerarhiju, dok *proces učenja* nužno sagledavaju kao proces stjecanja znanja. Sudionice istraživanja su ponajmanje razumjele konstrukte *prihvaćanje različitosti* te *transformacijski dijalog*. *Prihvaćanje različitosti* su sudionice razumjele kao statično stanje u kojem postoje u suživotu različiti ljudi, dok su *transformacijski dijalog* vidjele isključivo kao proces promjene stavova. Prilikom opisivanja *transformacijskoga dijaloga* nijedna sudionica nije promišljala o utjecaju istog na društvo, koje u tom slučaju dobiva instrument očuvanja mira. Slično je i s pojmom *socijalne pravde*, koju sudionice opisuju kao nešto što podrazumijeva da bi svi trebali imati jednake minimalne socijalne uvjete, međutim pritom ne promišljaju o tome da isto vodi k ostvarivanju sigurnog okruženja za život, kako za druge, tako i za njih. </span>

<span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri;">Tablica 1. Teme, kodovi i primjeri kodova, te frekvencije njihova pojavljivanja u odgovorima sudionica istraživanja</span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-teme-kodovi-primjer-" style="border-collapse: collapse; border: none; mso-border-alt: solid black .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black; mso-border-insidev: .5pt solid black;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; height: 15.6pt;"><td style="width: 106.1pt; border: solid black 1.0pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="141">**<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Teme</span>**

</td><td style="width: 111.25pt; border: solid black 1.0pt; border-left: none; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148">**<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Kodovi</span>**

</td><td style="width: 188.2pt; border: solid black 1.0pt; border-left: none; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">**<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Primjer koda</span>**

</td><td style="width: 61.95pt; border: solid black 1.0pt; border-left: none; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83">**<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Broj sudionica koje u čijim odgovorima postoji ovaj kod (N = 52)</span>**

</td></tr><tr style="mso-yfti-irow: 1; height: 16.55pt;"><td rowspan="5" style="width: 106.1pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="141"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">DRUŠTVENI IDENTITET</span>

</td><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Individualni identitet</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">***<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Osobni osjećaj pojedinca</span>****<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;"> gdje je njegovo mjesto u društvu.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">23</span>

</td></tr><tr style="mso-yfti-irow: 2; height: 16.55pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Osjećaj pripadnosti</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Identitet društvene zajednice kojoj **pojedinac** **pripada.**</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">16</span>

</td></tr><tr style="mso-yfti-irow: 3; height: 16.55pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Različiti identiteti</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Sve ono što nas čini dio društva – **uloga u društvu, spol, dob, podrijetlo, obrazovanje, obiteljski status, kultura.**</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">6</span>

</td></tr><tr style="mso-yfti-irow: 4; height: 16.55pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Pripadnost kulturnim elementima</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Važan za svako društvo ili kulturu, sastoji se od svih pojedinaca zajedno članova tog društva: **etnicitet, jezik**, dijelovi duhovne kulture.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">9</span>

</td></tr><tr style="mso-yfti-irow: 5; height: 16.55pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Interakcija s drugima</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Može biti postignut rođenje, ali se **stječe i vlastitim djelovanjem i življenjem u društvu.**</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">5</span>

</td></tr><tr style="mso-yfti-irow: 6; height: 15.6pt;"><td rowspan="5" style="width: 106.1pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="141"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">SOCIJALNA PRAVDA</span>

</td><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Gospodarska pravda</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">***<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Socijalna jednakost</span>****<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;"> za sve, isti kriteriji za sve.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">3</span>

</td></tr><tr style="mso-yfti-irow: 7; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Osiguranje jednakih uvjeta</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Jednaka socijalna pravda za sve sudionike, žitelje nekog društva, svi slojevi društva bi trebali **imati jednake minimalne socijalne uvjete**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">20</span>

</td></tr><tr style="mso-yfti-irow: 8; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Smanjivanje siromaštva</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Ispravno djelovanje sustava **prema pojedincu iz grupe ljudi koji nisu u mogućnosti brinuti o sebi**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">8</span>

</td></tr><tr style="mso-yfti-irow: 9; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Dostojanstven život</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Iz perspektive društva, dakle višeg uređenja, države, a to je onda da se ne stvaraju prevelike razlike, **omogućiti rad svima i da svi mogu pristojno živjeti**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">5</span>

</td></tr><tr style="mso-yfti-irow: 10; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Sigurno okruženje</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Jednakost unutar raznih socijalnih skupina društva, **mogućnost izbora, izražavanja mišljenja, odlučivanja, te dobivanja zaštite u nepovoljnim situacijama**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">1</span>

</td></tr><tr style="mso-yfti-irow: 11; height: 16.55pt;"><td rowspan="5" style="width: 106.1pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="141"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">ODGOVORNOST</span>

</td><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Ljudska prava</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Svako **pravo** koje želimo ostvariti zahtjeva odgovornost.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">12</span>

</td></tr><tr style="mso-yfti-irow: 12; height: 16.55pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Borba protiv nepravde </span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Osjećaj da pojedinac ima moć i dužnost održavati demokratske vrijednosti u društvu, kao i **suprotstaviti se njihovu ugrožavanju**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">3</span>

</td></tr><tr style="mso-yfti-irow: 13; height: 16.55pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Aktivno sudjelovanje</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">***<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Aktivno sudjelovanje u građanskom društvu</span>****<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">, osjećaj za druge, poštivanje drugih i pomaganje – znati koja je važnost pojedinca unutar društva ujedno znači i biti odgovoran, brinuti za druge/društvo.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">9</span>

</td></tr><tr style="mso-yfti-irow: 14; height: 16.55pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Briga za buduće generacije</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">N/A</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">0</span>

</td></tr><tr style="mso-yfti-irow: 15; height: 16.55pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Izjednačavanje prilika</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Spremnost za promjenu, **proaktivno djelovanje ka ravnopravnosti**. </span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">3</span>

</td></tr><tr style="mso-yfti-irow: 16; height: 15.6pt;"><td rowspan="5" style="width: 106.1pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="141"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">BESPOMOĆNOST</span>

</td><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Odsustvo kontrole </span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Osjećaj **oduzete moći** u donošenju odluka i izboru.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">18</span>

</td></tr><tr style="mso-yfti-irow: 17; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Nesudjelovanje</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Nema volje za borbom za svoja prava, **pasivnost**. </span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">8</span>

</td></tr><tr style="mso-yfti-irow: 18; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Strah</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">***<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Strah, odustajanje, nesigurnost</span>****<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">. Sve što radim nema rezultata, sumnja u sebe.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">4</span>

</td></tr><tr style="mso-yfti-irow: 19; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Osobna nespremnost</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Bespomoćni smo kada **nemamo dostupne alate i načine** sagledati kontekst iz druge perspektive.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">6</span>

</td></tr><tr style="mso-yfti-irow: 20; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Osjećaj neprihvaćenosti</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Osjećaj/stanje do kojeg dolazi kada se pojedinac **osjeća samo/izolirano/kao da ne pripada društvu/zajednici**/nema podršku drugih / društva / zajednice.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">8</span>

</td></tr><tr style="mso-yfti-irow: 21; height: 16.55pt;"><td rowspan="5" style="width: 106.1pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="141"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">OSNAŽIVANJE</span>

</td><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Osobna vrijednost</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Poticanje, podržavanje, bodrenje, **omogućavanje osobnog i profesionalnog rasta i razvoja**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">19</span>

</td></tr><tr style="mso-yfti-irow: 22; height: 16.55pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Borba za prava</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">N/A</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">0</span>

</td></tr><tr style="mso-yfti-irow: 23; height: 16.55pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Stjecanje moći</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Osjećaj da možeš nešto promijeniti, **da imaš tu moć**, da imaš nekome se i obratiti za pomoć, osjećaj da si vrijedan.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">5</span>

</td></tr><tr style="mso-yfti-irow: 24; height: 16.55pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Otvaranje mogućnosti</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">***<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Pronalazak puteva, mogućnosti</span>****<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;"> za promjenom perspektive.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">4</span>

</td></tr><tr style="mso-yfti-irow: 25; height: 16.55pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Promjena</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Osjećaj koji se javlja unutar nas i **koji nas vodi prema boljim verzijama sebe**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.55pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">6</span>

</td></tr><tr style="mso-yfti-irow: 26; height: 15.6pt;"><td rowspan="5" style="width: 106.1pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="141"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">PRIHVAĆANJE RAZLIČITOSTI</span>

</td><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Različitost kao stanje</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Prihvaćanje da **smo svi jednaki, vrijedni**, važni bez obzira na naša obilježja.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">16</span>

</td></tr><tr style="mso-yfti-irow: 27; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Upoznavanje drugih perspektiva</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Slušanje, uvažavanje, **potraga za razumijevanjem drugoga**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">2</span>

</td></tr><tr style="mso-yfti-irow: 28; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Suzbijanje diskriminacije</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Naučiti prihvatiti druge i drugačije **putem rušenja stereotipa, obrazovanjem i širenjem vidika**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">2</span>

</td></tr><tr style="mso-yfti-irow: 29; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Briga o pravima drugih</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">***<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Inkluzija</span>****<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">. </span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">4</span>

</td></tr><tr style="mso-yfti-irow: 30; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">„Drugi i ja“</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">N/A</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">0</span>

</td></tr><tr style="mso-yfti-irow: 31; height: 15.6pt;"><td rowspan="5" style="width: 106.1pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="141"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">TRANSFORMACIJSKI DIJALOG</span>

</td><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Promjena stavova</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Dijalog koji vodi do spoznaje, širenja vidika, **transformacija stavova ili uvjerenja**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">13</span>

</td></tr><tr style="mso-yfti-irow: 32; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Promjena ponašanja</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">N/A</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">0</span>

</td></tr><tr style="mso-yfti-irow: 33; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Promjena odnosa</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Dijalog u kojem su obje (ili više) strana doživjele neku preobrazbu mišljenja, stavova, **prihvaćanja sebe i drugih**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">1</span>

</td></tr><tr style="mso-yfti-irow: 34; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Poticanje kritičkog mišljenja</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Razgovor koji potiče **na kritičko promišljanje** u smjeru promjene.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">1</span>

</td></tr><tr style="mso-yfti-irow: 35; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Održavanje mira</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">N/A</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">0</span>

</td></tr><tr style="mso-yfti-irow: 36; height: 15.6pt;"><td rowspan="5" style="width: 106.1pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="141"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">DIJELJENJE MOĆI</span>

</td><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Davanje autonomije</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" valign="top" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Dijeljenje odgovornosti, **autonomije**, demokracije…</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">6</span>

</td></tr><tr style="mso-yfti-irow: 37; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Dopuštanje inicijative</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Dati nekomu jednaku vrijednost koju i sami imamo. Prepustiti **drugome donošenje ideja i vođenje**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">3</span>

</td></tr><tr style="mso-yfti-irow: 38; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Kretanje ka promjeni</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Dopušta drugima (suradnicima, djeci) da vode svoje aktivnosti ne namatanjem svojih stavova – usmjeravanje ali dijeljenje moći donosi svoje odluke **i idu putem kojim žele.**</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">1</span>

</td></tr><tr style="mso-yfti-irow: 39; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Podjela odgovornosti</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">***<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Podjela odgovornosti među pojedincima</span>****<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">11</span>

</td></tr><tr style="mso-yfti-irow: 40; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Zajedničko učenje</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">N/A</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">0</span>

</td></tr><tr style="mso-yfti-irow: 41; height: 15.6pt;"><td rowspan="5" style="width: 106.1pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="141"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">PROCES UČENJA</span>

</td><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Stjecanje znanja</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">***<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Usvajanje znanja</span>****<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">, vještina, vrijednosti, sposobnosti.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">16</span>

</td></tr><tr style="mso-yfti-irow: 42; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Učenje putem iskustva</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Proces učenja je proces spoznaje, osvješćivanja, **iskustava** gdje se treba stavljati naglasak na sam proces, a ne na rezultat.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">9</span>

</td></tr><tr style="mso-yfti-irow: 43; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Promjena ponašanja</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Traje cijeli život, kompleksan proces (psihički proces), važno je znati učiti kako učiti. **Promjena ponašanja** na osnovi usvojenog znanja i iskustava.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">5</span>

</td></tr><tr style="mso-yfti-irow: 44; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Individualne karakteristike</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Učenje je cjeloviti i cjeloživotni proces koji svaki **pojedinac treba usvojiti za sebe** te učiti tempom koje mu odgovara.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">11</span>

</td></tr><tr style="mso-yfti-irow: 45; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Motivacija za učenje</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Individualizirani holistički proces, ugodna i sigurna atmosfera, **intrinzična motivacija**, usmjerenost na proces (a ne nužno na ishod)</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">3</span>

</td></tr><tr style="mso-yfti-irow: 46; height: 15.6pt;"><td rowspan="5" style="width: 106.1pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="141"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">ZAJEDNICA KOJA UČI</span>

</td><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Dijalog i suradnja</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Skupina ljudi koji se međusobno **poštuju, uvažavaju, razumiju, podržavaju i djeluju timski**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">6</span>

</td></tr><tr style="mso-yfti-irow: 47; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Zajedničke vrijednosti</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Skupina ljudi koja uvažava različitosti **i promiče slične vrijednosti.**</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">6</span>

</td></tr><tr style="mso-yfti-irow: 48; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Zajednički identitet</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Skupina ljudi koji dijele prostor (grad, kvart, neki prostor) pravila, **vrijednosti, običaje ili identitet**.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">5</span>

</td></tr><tr style="mso-yfti-irow: 49; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Poticanje zajedništva</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">***<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Pripadnost, osjećaj sigurnosti</span>****<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">, **primanje-davanje**, nitko nije otok.</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">4</span>

</td></tr><tr style="mso-yfti-irow: 50; mso-yfti-lastrow: yes; height: 15.6pt;"><td style="width: 111.25pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="148"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Refleksija</span>

</td><td style="width: 188.2pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="251">*<span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Otvorena **za spoznaje, za rast, za cjeloživotno učenje.**</span>*

</td><td style="width: 61.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.6pt;" width="83"><span lang="SK" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">4</span>

</td></tr></tbody></table>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Koncept *odgovornost*i sudionice razumiju kroz nešto što ide uz pojam ljudskih prava, a dio njih spominje i nešto što ih potiče na aktivno sudjelovanje. Niti jedna sudionica nije pojam *odgovornosti* povezala uz ideju brige za buduće generacije, putem očuvanja okoliša ili odabira dobre vladavine. Kod objašnjavanja pojma *osnaživanja*, sudionice govore o rastu osobne vrijednosti, kao što i proces učenja primarno povezuju uz stjecanje znanja i vještina. U oba pojma zanemaruju da ovi procesi posljedično dovode do promjena određenih ponašanja, usporedno s čime se događa i promjena stavova, kao i utjecaj na društvo u cijelosti. Naposljetku, vrlo je nizak stupanj razumijevanja koncepta *zajednica koja uči*, koju su sudionice uglavnom opisivale kao skupinu ljudi koji imaju isti cilj, u potpunosti zanemarivši potencijal suradnje, razgovora, refleksije i podrške koju bi zajednica trebala imati. </span>

<span lang="SK" style="font-size: 10.0pt; line-height: 115%; font-family: 'Times New Roman',serif;">Tablica 2. Broj kodova unutar teme detektiranih u odgovorima sudionica istraživanja </span>

<table border="1" cellpadding="0" cellspacing="0" id="bkmrk-tema-najmanji-broj-d"><tbody><tr><td>**<span lang="SK">Tema </span>**

</td><td>**<span lang="SK">Najmanji broj detektiranih kodova unutar jednog odgovora</span>**

</td><td>**<span lang="SK">Najveći broj detektiranih kodova unutar jednog odgovora</span>**

</td><td>**<span lang="SK">Aritmetička sredina ukupnog broja kodova unutar odgovora (N=52)</span>**

</td></tr><tr><td valign="top"><span lang="SK">Društveni identitet</span>

</td><td valign="top"><span lang="SK">0</span>

</td><td valign="top"><span lang="SK">3</span>

</td><td valign="top"><span lang="SK">1.32</span>

</td></tr><tr><td valign="top"><span lang="SK">Socijalna pravda</span>

</td><td valign="top"><span lang="SK">0</span>

</td><td valign="top"><span lang="SK">3</span>

</td><td valign="top"><span lang="SK">0.73</span>

</td></tr><tr><td valign="top"><span lang="SK">Odgovornost</span>

</td><td valign="top"><span lang="SK">0</span>

</td><td valign="top"><span lang="SK">3</span>

</td><td valign="top"><span lang="SK">0.59</span>

</td></tr><tr><td valign="top"><span lang="SK">Bespomoćnost</span>

</td><td valign="top"><span lang="SK">0</span>

</td><td valign="top"><span lang="SK">3</span>

</td><td valign="top"><span lang="SK">0.89</span>

</td></tr><tr><td valign="top"><span lang="SK">Osnaživanje</span>

</td><td valign="top"><span lang="SK">0</span>

</td><td valign="top"><span lang="SK">3</span>

</td><td valign="top"><span lang="SK">0.72</span>

</td></tr><tr><td valign="top"><span lang="SK">Prihvaćanje različitosti</span>

</td><td valign="top"><span lang="SK">0</span>

</td><td valign="top"><span lang="SK">3</span>

</td><td valign="top"><span lang="SK">0.49</span>

</td></tr><tr><td valign="top"><span lang="SK">Transformacijski dijalog</span>

</td><td valign="top"><span lang="SK">0</span>

</td><td valign="top"><span lang="SK">2</span>

</td><td valign="top"><span lang="SK">0.32</span>

</td></tr><tr><td valign="top"><span lang="SK">Dijeljenje moći </span>

</td><td valign="top"><span lang="SK">0</span>

</td><td valign="top"><span lang="SK">2</span>

</td><td valign="top"><span lang="SK">0.45</span>

</td></tr><tr><td valign="top"><span lang="SK">Proces učenja </span>

</td><td valign="top"><span lang="SK">0</span>

</td><td valign="top"><span lang="SK">4</span>

</td><td valign="top"><span lang="SK">0.94</span>

</td></tr><tr><td valign="top"><span lang="SK">Zajednica koja uči</span>

</td><td valign="top"><span lang="SK">0</span>

</td><td valign="top"><span lang="SK">3</span>

</td><td valign="top"><span lang="SK">0.64</span>

</td></tr></tbody></table>

<span lang="SK" style="font-family: 'Times New Roman',serif;"> </span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Iz Tablice 2. vidljivo je kako postoje odgovori sudionica istraživanja, unutar svake teme, koji su u potpunosti bili netočni, odnosno, nisu sadržavali niti jedan od detektiranih kodova, dok s druge strane, najveći broj kodova detektiran je u okviru teme *proces učenja* gdje je jedna sudionica isti definirala koristeći se s četiri različita koda unutar ovog elementa. Ukupno gledajući, rezultati ukazuju kako u velikom broju tema sudionice istraživanja nisu uopće prepoznale niti jedan relevantan element ili je dio njih prepoznao maksimalno jedan. Najveću razinu razumijevanja, iako i dalje vrlo nisku, pronalazimo kod tema *društveni identitet* (M = 1.32 koda spomenuto) te *proces učenja* (M = 0.94 koda spomenuto). Najmanji stupanj razumijevanja pronalazimo unutar tema *transformacijski dijalog* i *dijeljenje moći*, gdje je više od polovice sudionica bilo potpuno neuspješno u definiranju. </span>

<span lang="SK" style="mso-bidi-font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>Drugi je cilj istraživanja bio </span><span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">sumirati ključne riječi koje odgojiteljice i učiteljice koriste u opisivanju koncepata demokracije, kao i naznake odnosa među njima. Da bi se odnosi među riječima uspostavili, ponajprije su analizirani iskazi učiteljica i odgojiteljica na lingvističkoj razini tako što je za opisivanje svakoga pojma izračunat broj riječi kojima su ispitanice taj pojam opisivale te broj rečenica koji su pritom upotrijebile. Na temelju broj riječi i rečenica izračunata je prosječna dužina rečenice za opis svakog pojma. U Tablici 3. prikazani su rezultati za svaki pojam. </span>

<span lang="SK" style="font-family: 'Times New Roman',serif;">Tablica 3.</span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-pojmovi-leksi%C4%8Cka-raz" style="border-collapse: collapse; border: none; mso-border-alt: solid black .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black; mso-border-insidev: .5pt solid black;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 226.55pt; border: solid black 1.0pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="302">**<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">POJMOVI</span>**

</td><td style="width: 240.95pt; border: solid black 1.0pt; border-left: none; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="321">**<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">LEKSIČKA RAZNOLIKOST</span>**

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 226.55pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="302">**<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">DRUŠTVENI IDENTITET</span>**

</td><td style="width: 240.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="321"><span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj riječi:<span style="mso-spacerun: yes;"> </span>732<span style="mso-spacerun: yes;"> </span>r = 0,53</span>

<span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj rečenica: 40</span>

<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: #c00000; mso-font-kerning: 12.0pt;">dužina rečenice: 18,30</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 226.55pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="302">**<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">SOCIJALNA PRAVDA</span>**

</td><td style="width: 240.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="321"><span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj riječi:<span style="mso-spacerun: yes;"> </span>670<span style="mso-spacerun: yes;"> </span>r = 0,54</span>

<span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj rečenica: 52</span>

<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">dužina rečenice: 12,88</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 226.55pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="302">**<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">ODGOVORNOST</span>**

</td><td style="width: 240.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="321"><span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj riječi: 735<span style="mso-spacerun: yes;"> </span></span><span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: #c00000; mso-font-kerning: 12.0pt;">r = 0,47</span>

<span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj rečenica: 51</span>

<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">dužina rečenice: 14,41</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 226.55pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="302">**<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">BESPOMOĆNOST</span>**

</td><td style="width: 240.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="321"><span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj riječi:<span style="mso-spacerun: yes;"> </span>133<span style="mso-spacerun: yes;"> </span></span><span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: #c00000; mso-font-kerning: 12.0pt;">r = 0,84</span>

<span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj rečenica: 16</span>

<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: #c00000; mso-font-kerning: 12.0pt;">dužina rečenice: 8,31</span>

</td></tr><tr style="mso-yfti-irow: 5;"><td style="width: 226.55pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="302">**<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">OSNAŽIVANJE</span>**

</td><td style="width: 240.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="321"><span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj riječi:<span style="mso-spacerun: yes;"> </span>586<span style="mso-spacerun: yes;"> </span>r = 0,63</span>

<span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj rečenica: 41</span>

<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">dužina rečenice: 14,29</span>

</td></tr><tr style="mso-yfti-irow: 6;"><td style="width: 226.55pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="302">**<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">TRANSFORMACIJSKI DIJALOG</span>**

</td><td style="width: 240.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="321"><span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj riječi:<span style="mso-spacerun: yes;"> </span>479<span style="mso-spacerun: yes;"> </span>r = 0,57</span>

<span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj rečenica: 35</span>

<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">dužina rečenice: 13,68</span>

</td></tr><tr style="mso-yfti-irow: 7;"><td style="width: 226.55pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="302">**<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">DIJELJENJE MOĆI</span>**

</td><td style="width: 240.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="321"><span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj riječi: 467<span style="mso-spacerun: yes;"> </span>r = 0,65</span>

<span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj rečenica: 33</span>

<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">dužina rečenice: 14,15</span>

</td></tr><tr style="mso-yfti-irow: 8;"><td style="width: 226.55pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="302">**<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">PROCES UČENJA</span>**

</td><td style="width: 240.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="321"><span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj riječi:<span style="mso-spacerun: yes;"> </span>577<span style="mso-spacerun: yes;"> </span>r = 0,60</span>

<span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj rečenica: 39</span>

<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">dužina rečenice: 14,79</span>

</td></tr><tr style="mso-yfti-irow: 9; mso-yfti-lastrow: yes;"><td style="width: 226.55pt; border: solid black 1.0pt; border-top: none; mso-border-top-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="302">**<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">ZAJEDNICA</span>**

</td><td style="width: 240.95pt; border-top: none; border-left: none; border-bottom: solid black 1.0pt; border-right: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="321"><span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj riječi:<span style="mso-spacerun: yes;"> </span>483<span style="mso-spacerun: yes;"> </span>r = 0,61</span>

<span style="font-size: 10.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 12.0pt;">broj rečenica: 37</span>

<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-font-kerning: 12.0pt;">dužina rečenice: 13,05</span>

</td></tr></tbody></table>

<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: #222222;">Kako se može vidjeti, ispitanice s najdužom rečenicom, koja u prosjeku sadrži 18,30 riječi, opisuju pojam „društveni identitet“ i za taj pojam najčešće koriste riječ *društvo* koja se pojavljuje 39 puta u njihovim iskazima, potom pojam *pojedinac* koji se pojavljuje 18 puta, imenica *identitet* koja se pojavljuje 11 puta, imenica *skupina* koja se pojavljuje 8 puta, *zajednica* koja se pojavljuje 7 puta, imenice *osoba* i *pripadnost* koje se pojavljuju 6 puta te imenice *stav* koja se pojavljuje 5 puta. Već iz ključnih imenica koje se najčešće pojavljuju može se iščitati kako ispitanice pojam društvenoga identiteta opisuju riječima koje su povezane s pojedincem, ali i sa zajednicom kojoj pojedinac pripada. Od glagola najčešće se pojavljuje glagol biti i to u trećoj osobi jednine (*je*) – 17 puta, glagol *pripadati* 7 puta te glagoli *vidjeti* i *imati* 6 puta. Od pridjeva pojavljuje se pridjev *društven* 8 puta, *određen* 5 puta, *zajednički* 4 puta i *osoban* 2 puta. S obzirom na upotrijebljene glagole, ispitanice najčešće koriste glagol *biti* u trećoj osobi jednine što znači da nešto definiraju, odnosno potvrđuju značenje ili pripadanje, dok glagoli *vidjet*i i *imati* sugeriraju neka određenja društvenoga identiteta koji se u pridjevima, poput *društven, zajednički* i *osoban* povezuju s upotrijebljenim imenicama, kao što su *identitet, pojedinac, pripadnost* ili *zajednica*. S druge strane, s najkraćom rečenicom, koja u prosjeku sadrži 8,31 riječ, opisuju pojam „bespomoćnost“. U definiranju toga pojma najčešće koriste imenicu *osjećaj* koja se pojavljuje 4 puta, imenice *nemogućnost* i *pojedinac* koje se pojavljuju 3 puta te imenice *gubitak, posljedica, situacija, izražavanje, život* koje se pojavljuju dva puta. Navedene imenice sugeriraju povezanost pojma bespomoćnost s osjećajem pojedinca u situaciji koja je za njega izrazito negativna. Ispitanici koriste čak 49 različitih imenica kojima definiraju ovaj pojam, 15 različitih glagola, od kojih su najčešći glagoli *biti, osjećati* i negativan oblik glagola *imati* koji se ponavljaju samo dva puta u iskazima. Također, ispitanici koriste čak 10 različitih pridjeva, od kojih najčešće pridjev *neadekvatan* koji se ponavlja u tri iskaza. Zbog velikoga broja niskofrekventnih riječi u opisivanju pojma „bespomoćnost“ visoka je leksička raznolikost[<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span lang="SK" style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: #222222; mso-ansi-language: SK; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">\[3\]</span></span></span>](#_ftn3) kao omjer broja različnica[<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span lang="SK" style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: #222222; mso-ansi-language: SK; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">\[4\]</span></span></span>](#_ftn4) i ukupnoga broja pojavnica[<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span lang="SK" style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: #222222; mso-ansi-language: SK; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">\[5\]</span></span></span>](#_ftn5) te iznosi 0,84. Zanimljivo je promatrati ovaj pojam u kontekstu ostalih pojmova baš zato što se osobito u posljednje vrijeme i u medijima često govori o bespomoćnosti učitelja i odgojitelja u situacijama koje se u vrtićima i školama događaju zbog sve većeg broja učenika s poteškoćama u ponašanju ili roditelja koji su nesuradljivi. S najvećim brojem riječi - 735, ali najmanjim brojem različitih riječi ispitanici su definirali pojam „odgovornost“. Omjer broja različnica i broja pojavnica, odnosno izračunata leksička raznolikost – r = 0,47 pokazuje nam da su ispitanici u definiranju ovoga pojma koristili manji broj različitih riječi, odnosno da su često ponavljali iste riječi. Tako se u definiranju pojma odgovornosti najčešće pojavljuju imenice *društvo* (N = 26), *pojedinac* (N = 12), *postupak* i *pravo* (N = 9) te *ponašanje* (N = 9). Ostale imenice su nešto nižih frekvencija, a upotrijebljene sugeriraju da se odgovornost veže uz ponašanje pojedinca u društvu, odnosno uz njegove postupke i prava koja koristi u tim postupcima. Od glagola najčešće upotrebljavaju glagol *biti* u trećoj osobi jednine (*je*), i to 23 puta, potom glagol *imati* 8 puta, glagole *trebati* i *utjecat*i 5 puta te glagol *znati* 4 puta. Od pridjeva najčešće upotrebljavaju pridjev *odgovoran* (N = 10), pridjev *demokratski* (N = 5), te pridjeve *loš* i *drugačiji* (N = 2). Navedeni glagoli sugeriraju kako se odgovornost ima, odnosno nema prema nečemu te često podrazumijeva kondicionalne formulacije da bi nešto trebali ili bi se na nešto moglo utjecati. Odgovornost ispitanici povezuju s demokratskim društvom, ali je zanimljivo kako ističu da odgovornost može učiniti promjenu, ali jednako tako može biti i negativna, odnosno kako pojedinci mogu biti i neodgovorni. U definiranju svih drugih pojmova koji su obuhvaćeni ovim istraživanjem u iskazima se pronalaze riječi koje u jednostavnim iskazima upućuju na širinu pojma, najčešće u kontekstu posla kojim se ispitanice bave, odnosa prema nadređenima, kolegama te podređenima, odnosno učenicima i odgajanicima. Tako se, primjerice, u definiranju pojma „socijalna pravda“ najčešće pojavljuju sljedeće imenice: *društvo* (N = 29), *pravo* (N = 14), *pravda* i *jednakost* (N = 11), *čovjek* i *pojedinac* (N = 3) koje sugeriraju jednostavno definiranje navedenoga pojma, a ta definicija podrazumijeva odnos pojedinca prema društvu i obrnuto, te prava pojedinaca u društvu, kao i pravdu, odnosno jednakost u pozitivnom i negativnom kontekstu (nejednakost) među pojedincima. Od glagola najčešće se pojavljuje glagol *biti* (N = 14), potom glagoli *trebati, vidjeti* i *imati* (N = 6), *zasluživati* (N = 4), a od pridjeva *jednak* i *socijalan* (N = 6), te *materijalan* (N = 3). Navedeni glagoli i pridjevi sugeriraju kako se pojam „socijalna pravda“ najčešće definira statično, uz pomoć glagola *biti*, odnosno *imati*, ali zanimljivo je da se uz ovaj pojam javlja i trajni glagol „zasluživati“ koji upućuje na neku vrstu privilegije koja može biti povezana s pridjevom „materijalno“ koji se također pojavljuje u definicijama ovoga pojma iako pridjevi „jednak“ i „socijalan“ imaju nešto veći broj pojavljivanja. S obzirom na broj riječi koje se ponavljaju u iskazima, za svaki je pojam napravljena analiza leksičke raznolikosti, odnosno omjera broja različnica i broja pojavnica. Kada se usporede pojmovi, onda pojam „bespomoćnost“ ispitanici opisuju s najviše različitih riječi, dok pojmove *zajednica, proces učenja, dijeljenje moći, osnaživanje* te *prihvaćanje različitosti* opisuju na sličan način, odnosno sa sličnim brojem različitih riječi. S najmanje različitih riječi opisuju pojam *odgovornost*, ali niti kod opisa pojmova *društveni identitet, socijalna pravda* te *transformacijski dijalog* ne koriste velik broj različitih riječi, odnosno koriste sličan broj različitih riječi, što pokazuje mjera leksičke raznolikosti (grafikon 1). </span>

<span lang="SK" style="font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman'; color: #222222;"> </span>

<span lang="SK" style="font-size: 10.0pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: #222222;">Grafikon 1. Prikaz leksičke raznolikosti za svaki pojam uključen u istraživanje</span>

<span lang="SK" style="font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman'; color: #222222; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-ws0ayjqj.png)</span>

<span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: #222222;">Sve navedeno upućuje na to da kako postoje ustaljeni izrazi, sveze riječi i rečenice koje ispitanice oblikuju u skladu sa svojim iskustvom te obrazovanjem, a ne toliko vodeći se znanjima u svojim objašnjenjima. Budući da je, kako mjere leksičke raznolikosti i pokazuju, riječ o frazama koje se često ponavljaju i sastoje se od sličnih riječi, postoji puno razloga da se o ovim temama više govori i poučava osobito učitelje i odgojitelje kao nosioce promjena u društvu i onih koji svakodnevno posreduju znanje i vrijednosti budućim generacijama.<span style="mso-spacerun: yes;"> </span></span>

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**<span lang="SK" style="mso-bidi-font-family: Calibri;">Diskusija i zaključak </span>**

<span lang="SK" style="mso-bidi-font-family: Calibri;">Stabilnost demokracije ovisi o političkom znanju, informiranosti, stavovima i ponašanju koje građani uče na različite načine, u različitim razdobljima života (Spajić-Vrkaš i Horvat, 2016). Obrazovano građanstvo ostvaruje samu bit uspostavljanja demokratske vlasti općim pravom glasa jer je temelj istog da građani razumiju što vlast mora činiti da bi njima bilo dobro, a pritom i biti spremna uskladiti vlastito ponašanje uzimajući u obzir druge (Dewey, 1916). Na ovim temeljima aktivno građanstvo postaje pedagoška kategorija, odnosno biti građanin ne znači samo imati prava, već i raspolagati korisnim znanjima, vještinama i stavovima na temelju kojih se ta prava uživaju pojedinačno i u zajednici s drugima (Spajić-Vrkaš i Horvat, 2016). Veliki broj međunarodnih istraživanja ispituje razumijevanje temeljnih demokratskih vrijednosti i načela učenika (Torney-Purta i sur., 2011; Print, Ornstrom i Skovgaaredm, 2002), međutim manji broj njih ispituje u kojoj mjeri učitelji, koji rade s djecom na njihovoj građanskoj kompetenciji, razumiju te iste pojmove. Rezultati ovog istraživanja ukazuju kako odgojiteljice i učiteljice razredne nastave, koje bi trebale svojim ponašanjem i stavovima i vrijednostima razvijati građansku kompetenciju kod djece, u vrlo maloj mjeri razumiju pojmove, poput *odgovornosti, društvenog identiteta, poštovanja različitosti*, ali i onih koji omogućuju temeljne demokratske procese u sustavu odgoja i obrazovanja, kao što su *proces učenja* ili *zajednica koja uči*. Njihovo definiranje ovih konstrukata je najčešće gledano iz individualne i osobne perspektive, a riječi koje koriste u njihovu opisivanju više su vezane uz njihova mišljenja nego uz teoriju i znanje. Često objašnjavaju pojam kroz vlastito iskustvo, povezano uz vlastite stavove, te u najvećoj mjeri uspijevaju detektirati samo jedan od niza elementa koji sačinjavaju neki konstrukt. Tako ideju *društvenog identiteta* opisuju isključivo kao *osjećaj pripadnosti*, a *bespomoćnost* kao osobno *odsustvo moći*. *Osnaživanje* povezuju s idejom *rasta osobne vrijednosti*, a *proces učenja* s mehaničkim *stjecanjem znanja*. Ovakvo jednostavno opisivanje demokratskih pojmova i procesa ukazuje na jednodimenzionalnost kojom odgojiteljice i učiteljice razumiju složene i kompleksne temelje ljudskih prava i demokratskog društva. Nadalje,<span style="mso-spacerun: yes;"> </span>ono što često izostaje iz njihovih definicija jest povezivanje vlastite građanske uloge s odgovornosti za druge građane i zajednicu u cijelosti. Kao što tvrdi Dahl (1989), demokracija bi građanima trebala osigurati maksimalne uvjete za cjelovit razvoj, slobodno odlučivanje, ali i moralnu odgovornost. U odgovorima sudionica istraživanja jasno je da one promišljaju o demokraciji kao nečem što im treba osigurati vlastiti cjeloviti razvoj te slobodno odlučivanje, međutim rijetko kada promišljaju o moralnoj odgovornosti koju one imaju u okviru tih elemenata prema drugim građanima, ali i prema razvoju i očuvanju same demokracije. Tako, na primjer, pod konceptom *prihvaćanja različitosti*, nijedna sudionica nije detektirala element *brige za prava drugih* ili je pod konceptom *odgovornosti* svega nekoliko sudionica istaknulo ideju *vlastite odgovornosti za izjednačavanje prilika svih u društvu*. Ovakvo doživljavanje demokracije kod građana budi želju da bira vlast koja je isključivo usklađena s njihovim osobnim interesima, a ne sa zajedničkim interesima napretka društva, što se smatra „slabom demokracijom“ (Barber, 1984). Upravo obnova ideje autonomnog građanstva osnaživanjem građanskog aktivizma, kroz brigu za druge i zajednicu, vodila bi Hrvatsku u smjeru razvoja „jake demokracije“. Bit kvalitetnog interkulturalnog društva je stvaranje ravnoteže između individualne slobode i pripadnosti zajednici, koja se očituje kroz kvalitetan odnos između individualnog i kolektivnog identiteta (Perotti, 1995). Isto je moguće potaknuti razvojem sposobnosti zajedničkog življenja, poštivanja sloboda drugih, te uspostavljanja ravnoteže između pojedinaca, skupina i institucija. Sadržaji i aktivnosti koje potiču sposobnost zajedničkog življenja trebale bi postati sastavni dio, kako odgojno-obrazovnih ishoda učenika u školama, tako i dio inicijalnog obrazovanja budućih odgojitelja, učitelja i nastavnika. Nedovoljno razumijevanje osobne odgovornosti za dobrobit drugih posljedično ukazuje i na slabo razumijevanje pojedinačnih radnji za društvo u cijelosti. Tako gotovo nijedna sudionica istraživanja nije ni s jednim od predloženih pojmova povezala ciljeve demokratskog društva, a to je stvaranje *sigurnog okruženja* kao posljedica implementiranja *socijalne pravde*, *održavanje mira* kao rezultata *transformacijskoga dijaloga* ili kretanje k *pozitivnoj društvenoj promjeni* nakon *osnaživanja* pojedinaca. Upravo suprotno, glagoli i pridjevi koje koriste ukazuju da sudionice demokraciju i njene temelje doživljavaju vrlo statično, a ne kao nešto što je u stalnom kretanju. </span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Važna dimenzija građanske kompetencije svih, pa tako i učitelja, jest sposobnost pojedinca da promišlja, vrednuje i poboljšava rad, pritom razumijevajući da je demokracija dinamičan proces koji je povezan s političkim i gospodarskim kretanjima (Birzea, 2000). Sudionice istraživanja, definirajući temeljene koncepte demokracije, vrlo su se rijetko, ako i ikada, kod pojedinih koncepata dotakle međusobnih odnosa i interakcija s drugim pojedincima oko sebe. Elementi, kao što su: *zajedničko učenje, refleksija, interakcija s drugima, kritičko promišljanje* ili *unaprjeđenje odnosa,* spomenuti su svega jednom ili dva puta po konceptu. Imajući na umu cilj demokracije da slobodni i ravnopravni građani procese donošenja odluka u demokratskim zajednicama shvaćaju kao kontinuiranu debatu tijekom koje se odluke kritički propituju i unaprjeđuju (Gutmann i Thompson, 2002), možemo zaključiti kako odgojiteljice i učiteljice, koje u potpunosti izostavljaju značaj odnosa s drugima opisujući temelje demokracije, nisu pripremljene za pomaganje učenicima da razvijaju vlastite moralne i društvene prosudbe te da ih potiču da kritički i slobodno govore, osobito kad je riječ o kontroverznim i osjetljivim temama (Huddleston i dr., 2007). </span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Demokracija se kontinuirano razvija, zajedno s njezinim građanima koji su nositelji promjene. U Hrvatskoj niska razina razumijevanja temeljnih demokratskih pojmova pokazuje kako i dalje postoji veliki broj neosviještenih i obeshrabrenih pojedinaca, te samo snažnim odgojno-obrazovnim alatima možemo krenuti prema stvarnoj participativnoj demokraciji, u kojoj pojedinci jasno artikuliraju svoje zahtjeve i motivirani su individualno i kolektivno sudjelovati u njihovu ostvarenju. Međutim, demokracija će teško pronaći utemeljenje u odgojno-obrazovnim ustanovama ako oni koji tamo svakodnevno rade i djeluju i sami ne znaju što bi ona trebala biti. Učenje o demokraciji i ljudskim pravima mora postati sastavni dio inicijalnog obrazovanja odgojitelja i učitelja jer ih se samo tako može pripremiti za zahtjevnu ulogu implementacije dinamičnog procesa učenja i poučavanja koji posljedično dovodi do razvijanja građanske kompetencije kod djece i učenika. </span>

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**<span lang="SK" style="mso-bidi-font-family: Calibri;">Literatura:</span>**

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<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Audigier, F. (2000). Concepts de base et competences-cles pur l`education a la citoyennete democratique. Strasburg: CoE. </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Biesta, G. (2011). Learning democracy in school and society. Rotterdam: Sense Publishers. </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Birzea, C. (2000). Education for Democratic CItizenship: A Lifelong Learning Perspective. Strasbourg: CoE. </span>

<span lang="EN-GB" style="mso-fareast-font-family: Arial; mso-bidi-font-family: Calibri; color: black; background: white; mso-ansi-language: EN-GB;">Bondarenko, Ye.G. i Kozulin, A.V. (2006). “The democratization of education: basic principles”, *Higher education in Europe*, 16 (1), 74-78.</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Braber, R.B. (1984). Strong Democracy: Participatory Politcs for a New Age. Yale University Press.</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Brett, P. i sur. (2009). How all teachers can support citizenship and human rights education: A framework for development of competencies. Strasbourg: CoE. </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Dahl, R. A. (1989). Democracy and Its Critics. Yale University Press. </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri; color: black;">Dewey, J. (1916; 2005). *Democracy and education*. New York: Barnes and Noble.</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri; color: black; background: white;">European Commission, European Education and Culture Executive Agency, *Građanski odgoj i obrazovanje u školama u Europi : 2017*, Publications Office, 2018, </span><span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">[<span style="color: black; background: white; mso-bidi-font-weight: bold;">https://data.europa.eu/doi/10.2797/2969</span>](https://data.europa.eu/doi/10.2797/2969)</span>

<span lang="sr-Latn-BA" style="font-size: 11.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: #181A;">Europska Unija (1998). </span>*<span lang="sr-Latn-BA" style="font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: #181A; mso-fareast-language: HR;">Obrazovanje za aktivno građanstvo u Europskoj uniji</span>*<span lang="sr-Latn-BA" style="font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: #181A; mso-fareast-language: HR;">.</span>

<span style="mso-ansi-language: HR;">Gollub, R. i Krapf, P. (2008). *Living in democracy*. Strasbourg: Council of Europe. </span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Gudjons, H. (1992). *Pedagogija: temeljna znanja*. Zagreb: Educa.</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Gutmann, A. i Thompson, D. (2002). Why Deliberative Democracy? Princeton University Press. </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Hrvatski Sabor (2014). </span>*<span lang="sr-Latn-BA" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-fareast-language: HR;">Strategija obrazovanja, znanosti i tehnologije</span>*<span lang="sr-Latn-BA" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-fareast-language: HR;">.</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Huddleston, T. (2005). Teacher training in citizenship education: Training for a new subject or for a new kind of subject? Journal of Social Science Education, 4(3), 50-63.</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Huddleston, E. i sur. (2007). Tool on teacher traning education for democratic citizenship and human rights education. Strasbourg: CoE. </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Kovačić, M</span><span lang="sr-Latn-BA" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-fareast-language: HR;">. i Horvat, M. (ur). Od podanika do građanina: razvoj građanske kompetencije mladih. Zagreb: IDIZ. </span>

<span lang="sr-Latn-BA" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-fareast-language: HR;">Lonto, A. L. (2019). Students Civic Disposition through Learning Civics and Pedagogical Competences of High School Teachers. Universal Journal of Educational Research, 7(12A), 34-41. </span>

<span style="mso-ansi-language: HR;">Miller, D. (1978). Democracy and Social Justice. *British Journal of Political Science*, 8 (1), 1-18. </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">MZO (2011). </span>*<span lang="sr-Latn-BA" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Nacionalni okvirni kurikulum za predškolski odgoj i obrazovanje te opće obvezno i srednjoškolsko obrazovanje ‒ NOK</span>*<span lang="sr-Latn-BA" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">. </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">OECD (2017). Education Policy Outlook: Austria. Dostupno online: ttps://www.oecd.org/education/Education-Policy-Outlook-Country-Profile-Austria.pdf. </span>

<span lang="sr-Latn-BA" style="mso-fareast-font-family: Arial; mso-bidi-font-family: Calibri; color: black;">Pažur, M. (2016). *Rekonstrukcija građanskog odgoja I obrazovanja: koncept, teorije i prakse.* Zagreb: Mreža mladih Hrvatske. </span>

<span lang="sr-Latn-BA" style="mso-fareast-font-family: Arial; mso-bidi-font-family: Calibri; color: black;">Pažur, M. (2017). Pregled razvoja građanskog odgoja i obrazovanja u Republici Hrvatskoj od 1999. do danas, *Školski vjesnik*, 66 (4), 605-618. </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Pažur, M. (2023). Analiza različitih pristupa kvalitetnom uvođenju građanskog odgoja i obrazovanja u formalni odgojno-obrazovni sustav. GONG. Dostupno na: [https://www.gong.hr/wp-content/uploads/2023/09/Analiza-razlicitih-pristupa-kvalitetnom-uvodenju-gradanskog-odgoja-i-obrazovanja-u-formalni-odgojno-obrazovni-sustav.pdf](https://www.gong.hr/wp-content/uploads/2023/09/Analiza-razlicitih-pristupa-kvalitetnom-uvodenju-gradanskog-odgoja-i-obrazovanja-u-formalni-odgojno-obrazovni-sustav.pdf). </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Perotti, A. (1995). Pleodaje za interkulturalni odgoj i obrazovanje. Zagreb: EDUCA.</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Popkin, S. L. i Dimock, M.A. (1999). Political knowledge and citizen competence. U: Elkin, S.K. (ur.) i Soltan, K.E. (ur.). Citizen Competence and Democratic Institution. University Park, 117-146. </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Print, M., Ørnstrøm, S., &amp; Nielsen, H. S. (2002). Education for Democratic Processes in Schools and Classrooms. *European Journal of Education*, *37*(2), 193–210. [http://www.jstor.org/stable/1503798](http://www.jstor.org/stable/1503798)</span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Schulz, W., Ainley, J., Fraillon, J., Losito, B. i Agrusti, G. (2016). *IEA International Civic and Citizenship Education Study 2016 Assessment Framework*. SpringerOpen</span>

<span lang="sr-Latn-BA" style="mso-fareast-font-family: Arial; mso-bidi-font-family: Calibri; color: black; background: white;">Spajić-Vrkaš, V. (Suradnici: Čehulić, M., Elezović, I., Pažur, M., Rukavina, I., Vahtar, D.) (2016). *(Ne)moć građanskog odgoja i obrazovanja: objedinjeni izvještaj o učincima eksperimentalne provedbe kurikuluma građanskog odgoja i obrazovanja u 12 osnovnih i srednjih škola (2012./2013.)*. Zagreb: Nacionalni centar za vanjsko vrednovanje obrazovanja.</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri; color: black;">Spajić-Vrkaš, V., Stričević, I., Maleš, D. i Matijević, M. (2004). Poučavati prava i slobode. Zagreb: Filozofski fakultet.</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Spajić-Vrkaš, V. i Horvat, M. (2016). „Participativna demokracija, učenje za aktivno građanstvo i školska kultura“. Kovačić, M. (ur.) i Horvat, M. (ur.). Od podanika do građana: razvoj građanske kompetencije kod mladih. Zagreb: Institut za društvena istraživanja, str. 111 – 153. </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri; color: black;">Spajić-Vrkaš, V., Stričević, I., Maleš, D. i Matijević, M. (2004). Poučavati prava i slobode. Zagreb: Filozofski fakultet.</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Torney-Purta, J., Lehmann, R., Oswald, H., &amp; Schulz, W. (2001). Citizenship and Education in Twenty-eight Countries: Civic Knowledge and Engagement at Age Fourteen. IEA. https://research.acer.edu.au/civics/77</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">UN (1998), </span>*<span lang="sr-Latn-BA" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-fareast-language: HR;">Deklaracija o pravima i odgovornostima pojedinaca, grupa i društvenih tijela u promicanju i zaštiti univerzalno priznatih ljudskih prava i temeljnih sloboda.</span>*<span lang="sr-Latn-BA" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-fareast-language: HR;"> </span>

<span lang="FR" style="font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: FR;">UN (2014). Svjetski program za obrazovanje za ljudska prava. </span><span lang="EN-US" style="font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Dostupno online: </span><span lang="EN-US" style="font-size: 11.0pt; mso-bidi-font-family: Calibri;">[http://www.ohchr.org/EN/Issues/Education/Training/Pages/Programme.aspx](http://www.ohchr.org/EN/Issues/Education/Training/Pages/Programme.aspx), </span><span lang="EN-US" style="font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Posjećeno 7. lipnja 2022.</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">UNESCO (1995). </span>*<span lang="sr-Latn-BA" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-fareast-language: HR;">Deklaracija 44. Međunarodne konferencije o obrazovanju i Cjeloviti okvir djelovanja u obrazovanju za mir, ljudska prava i demokraciju</span>*<span lang="sr-Latn-BA" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-fareast-language: HR;">. </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Vijeća Europe (1985). </span><span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Preporuka<span style="mso-spacerun: yes;"> </span>br. R(85)7 o poučavanju i učenju o ljudskim pravima u školama </span>

<span lang="sr-Latn-BA" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-fareast-language: HR;">Vijeće Europe (2000). *Preporuka br.(2000) 12 o obrazovanju za demokratsko građanstvo.* </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Vijeće Europe (2017). Referentnim kompetencijskim okvirom za demokratsku kulturu (2017). </span>

<span lang="sr-Latn-BA" style="font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: #181A;">Vijeće Ministra Vijeća Europe. (2010). Povelja Vijeća Europe o odgoju i obrazovanju za demokratsko građanstvo te odgoju i obrazovanju za ljudska prava</span>

<span style="mso-ansi-language: HR;">Woods, P., Culshaw, S., Smith, K., Roberts, A. (2023). Nurturing change: Processes and outcomes of workshops using collage and gesture to foster aesthetic qualities and capabilities for distributed leadership. *Professional development in education*, 49 (3), 1-20. </span>

<div id="bkmrk--4" style="mso-element: footnote-list;">  
---

<div style="mso-element: footnote;">  
</div></div>[<span class="MsoFootnoteReference"><span lang="EN-US" style="font-size: 9.0pt; font-family: 'Times New Roman',serif;"><span style="mso-special-character: footnote;"><span lang="EN-US" style="font-size: 9.0pt; line-height: 115%; font-family: 'Times New Roman',serif; mso-fareast-font-family: Calibri; mso-font-kerning: 1.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">\[1\]</span></span></span></span>](#_ftnref1)<span lang="EN-US" style="font-size: 9.0pt; font-family: 'Times New Roman',serif;"> <span style="color: black;">Svi izrazi koji se koriste, a imaju rodno značenje, obuhvaćaju na jednak način i muški i ženski rod. </span></span>

[<span class="MsoFootnoteReference"><span lang="EN-US"><span style="mso-special-character: footnote;"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">\[2\]</span></span></span></span>](#_ftnref2)<span lang="EN-US"> Dostupno na: [https://eur-lex.europa.eu/legal-content/HR/TXT/PDF/?uri=CELEX:52014XG0614(05)&amp;from=LV](https://eur-lex.europa.eu/legal-content/HR/TXT/PDF/?uri=CELEX:52014XG0614(05)&from=LV), pregledano 20. siječanj 2025. </span>

[<span class="MsoFootnoteReference"><span lang="EN-US"><span style="mso-special-character: footnote;"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">\[3\]</span></span></span></span>](#_ftnref3) <span lang="EN-US" style="mso-bidi-font-family: Aptos; color: black;">Leksička raznolikost – omjer broja različnica i broja pojavnica </span>

[<span class="MsoFootnoteReference"><span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Aptos; color: black;"><span style="mso-special-character: footnote;"><span lang="SK" style="font-size: 10.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-bidi-font-family: Aptos; color: black; mso-ansi-language: SK; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">\[4\]</span></span></span></span>](#_ftnref4)<span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Aptos; color: black;"> Različnica - </span><span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Aptos; color: black; background: white;">pojedinačna riječ koja je jedinstveni oblik pojavnice iz korpusa</span>

[<span class="MsoFootnoteReference"><span lang="EN-US"><span style="mso-special-character: footnote;"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">\[5\]</span></span></span></span>](#_ftnref5)<span lang="SK" style="mso-ansi-language: SK;"> Pojavnica – svaka pojava jezične jedinice u korpusu</span>

<div id="bkmrk--5" style="mso-element: footnote-list;"><div id="bkmrk--6" style="mso-element: footnote;"></div></div><table border="0" id="bkmrk-2nd-international-sc" style="width: 100%;"><tbody><tr><td class="align-right" style="width: 34.7886%;">  
[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

</td></tr></tbody></table>

<table border="1" id="bkmrk-the-role-of-digital-" style="width: 100.119%; height: 125.125px;"><tbody><tr style="height: 125.125px;"><td style="width: 100%; height: 125.125px;">## **<span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">How preschool and primary education teachers understand the elements of democracy?</span>**


</td></tr></tbody></table>

<table border="0" id="bkmrk-abstract-keywords-%C2%A0"><tbody><tr><td>##### **Abstract**

</td></tr><tr><td style="text-align: justify;">
<span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">The development of democratic culture of educational institutions is based on the development of the civic competence of those who participate in it, which is manifested in valuing human dignity and human rights and nurturing cultural diversity and democracy. The same is possible only when a person understands what democracy is, what its basic elements are and what they mean for both citizens and society. The goals of this research were: (1) to describe how preschool and primary education teachers understand the key concepts of democracy, and (2) to summarize the key words used by preschool and primary school teachers in describing the concepts of democracy as well as relationship between them. Based on the analysis of current literature, 10 fundamental elements of democracy were detected. 35 preschool and primary school teachers with different work experience participated in the research, who, filling the questionnaire, described and defined the previously selected constructs. A simple content analysis was performed in relation to 3 response components: content, lexical (types of words, number of words, lexical density and variety) and syntactic (structure and types of sentences). In relation to each component, codes are recognized: low, medium and high level of understanding. The results show that research participants have mostly a low and medium level of understanding of the concepts both at the content level, as well as at the lexical and syntactic level. Additionally, they use a low variability in<span style="mso-spacerun: yes;"> </span>use of words in order to define a concept, that is, participants often use the same words to describe different concepts. The obtained results point to the necessary changes in the initial education of educators in order to be ready to respond to contemporary challenges and changes in society, for which an understanding of all elements of democracy is key.</span>

<span lang="EN-GB"> </span>

</td></tr><tr><td>***Key words:***

</td></tr><tr><td><span lang="EN-GB">content analysis, concepts of democracy, primary education teachers, preschool teachers, understanding</span><span lang="EN-GB" style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> </span>

</td></tr></tbody></table>

# Students’ Attitudes towards the Inclusion of Migrant and Asylum Seeker Students in the Education System of Serbia

<div id="bkmrk--1"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.7332%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.2404%; height: 115.15px;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 99.9736%; height: 106.9px;">## **Marina Ž., Semiz**

*Faculty of Education Užice, University of Kragujevac, Serbia*

*semizmarina@gmail.com*

</td></tr></tbody></table>

<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.881%; height: 33.4px;"><tbody><tr style="height: 33.4px;"><td style="width: 43.1939%; height: 33.4px;">**Section - Education for social and cultural diversity**</td><td class="align-center" style="width: 19.0824%; height: 33.4px;">**Paper number: 27**</td><td style="width: 37.5805%; height: 33.4px;">**Category: Original scientific paper**

</td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 388.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Abstract**

</td></tr><tr style="height: 264.8px;"><td style="text-align: justify; width: 99.9048%; height: 264.8px;"><span lang="SK" style="mso-no-proof: yes;">The inclusion of migrant and asylum seeker students in the education system of the host country represents an important aspect of the migration and asylum policy of the EU and beyond. Previous research confirms the importance of the inclusion of migrant and asylum seeker students in school since it respects their rights, improves their social status, and provides opportunities for later successful participation in society. By starting from the education policy towards migrant and asylum seeker children in the EU and Serbia as well as the concept of inclusive school, the research was conducted with the aim of investigating students’ attitudes towards the inclusion of migrant and asylum seeker students in the education system of Serbia. A descriptive-non-experimental research method, survey technique, as well as two specifically designed research instruments were used. The sample was drawn from the population of students majoring in education (N=261) from five Serbian universities. The research results show that the majority of the students have moderately positive attitudes towards the inclusion of migrant and asylum seeker students in the education system, and the structure of their attitudes can be perceived through three factors: the importance of inclusion and social participation, support resources for inclusion and barriers to inclusion. The obtained results suggest the need for introducing innovative study programmes into faculties of education and for the increased presence of professional application courses for the purpose of acquiring knowledge and developing competen ces for future work with migrant and asylum seeker students.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Key words:***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;"><span lang="SK"><span lang="SK">factor analysis; faculties of education; inclusive school; migration; students‘ attitudes on inclusion</span></span>

</td></tr></tbody></table>

*<span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">“Whenever I travel and meet the people whom we care for – be they students, families or children – I invariably witness the transformational power of education. And I see how the rhythms of refugees’ lives, like ours, are also built around the everyday routines – and the predictable safety – of going to school. Of studying for exams. Of being with friends. Of learning” (</span><span lang="SK" style="mso-bidi-font-family: Calibri;">United Nations</span><span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">, 2024: 6).</span>*

**<span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>**

<span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Filippo Grandi</span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">UN High Commissioner for Refugees</span>

**<span lang="EN-GB" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Introduction</span>**

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Children make up a substantial portion of the global migrant population, with an estimated 14.8 million being school-age refugees, of which about 7.2 million are outside of formal education (</span><span lang="SK">United Nations, </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">2024). In the contemporary social, geopolitical, and cultural context, the inclusion of migrant students and asylum seekers in the educational systems of EU host countries and beyond is considered one of the important aspects of immigration policy, as well as other policies (educational, social, etc.). In recent years, especially after the closure of the Balkan route in 2016, Serbia, as a transit country, has seen a significant increase in the number of migrant children and asylum seekers due to various conflicts in the Middle East, South Asia, and Africa (Đorđević, Šantić and Živković, 2018). According to some data, over 5,500 migrant students and asylum seekers have passed through the education system in Serbia (Ministry of Education, Science and Technological Development of the Republic of Serbia*, 2023*). Migration trends have contributed to the intensification of discussions and research in recent decades on improving the quality of education for migrant children and asylum seekers through further development of legal regulations and direct pedagogical practices. Since laws form the foundation for planning and organizing educational work, the public and educational policy measures supporting the education of migrant children and asylum seekers will first be mapped, followed by an examination of the concept of the inclusive school as a reference theoretical framework for implementing and improving the practice itself.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">International and national legal frameworks are designed with the intention of ensuring all children, especially those from vulnerable social groups, the right and access to quality education, as well as equal educational opportunities, alongside their peers, regardless of their origin, language, ethnicity, or legal and other status. Numerous international (*Convention relating to the Status of Refugees*, 1951; *Convention on the Rights of the Child*, 1989; </span>*<span lang="SK" style="mso-bidi-font-family: Calibri;">EU Charter of Fundamental Rights</span>*<span lang="SK" style="mso-bidi-font-family: Calibri;">, 2000;</span>*<span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Council Directive on the education of children of migrant workers from EU countries</span>*<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">, 1977) and national legislative frameworks (*Constitution of the Republic of Serbia*, 2006; *Law on Asylum and Temporary Protection*, 2018; *Law on the Foundations of the Education System*, 2017; *Professional Instructions on the Inclusion of* </span>*<span lang="SK">Refugee</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">/Asylum Seeker Students in the Education System</span>*<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">, 2017) support the inclusion of migrant students into educational systems. Article 26 of the *Universal Declaration of Human Rights* (</span><span lang="SK" style="mso-bidi-font-family: Calibri;">United Nations</span><span lang="SK" style="font-size: 6.5pt; font-family: 'Arial',sans-serif;">, </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1948) and Article 13 of the *International Covenant on Economic, Social and Cultural Rights* (</span><span lang="SK" style="mso-bidi-font-family: Calibri;">United Nations</span><span lang="SK" style="font-size: 6.5pt; font-family: 'Arial',sans-serif;">, </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1966) emphasize education as a fundamental right of every child, as well as equal access to education, regardless of nationality and migration status. Achieving the right to education is crucial for the development and realization of other rights. Article 22 of the *Convention relating to the Status of Refugees* (</span><span lang="SK" style="mso-bidi-font-family: Calibri;">United Nations</span><span lang="SK" style="font-size: 6.5pt; font-family: 'Arial',sans-serif;">, </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1951) defines refugees' access to education at all levels and support for education. Similarly, the *Convention on the Rights of the Child* (</span><span lang="SK" style="mso-bidi-font-family: Calibri;">United Nations</span><span lang="SK" style="font-size: 6.5pt; font-family: 'Arial',sans-serif;">, </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1989) emphasizes the right of children to education, highlighting free and compulsory primary education, as well as accessible secondary education. The International Convention on the Elimination of All Forms of Racial Discrimination (</span><span lang="SK" style="mso-bidi-font-family: Calibri;">United Nations</span><span lang="SK" style="font-size: 6.5pt; font-family: 'Arial',sans-serif;">, </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1966) requires signatory countries to eliminate racial discrimination and ensure equal access to education for all. In addition to international conventions, strategic frameworks such as the *Sustainable Development Agenda* (United Nations, 2015) underscore the importance of inclusive and equitable quality education for all as one of the sustainable development goals. The UNHCR Strategy for Refugee Inclusion outlines key goals for refugee and displaced children and youth to achieve by 2030, in the areas of access to education, quality of education, and the development of skills and opportunities to build a better future (UNHCR, United Nations High Commissioner for Refugees, 2019) </span><span lang="SK">for the implementation of the lessons, as well as measures to improve teaching of the children's mother tongue and culture of their country of origin. </span>

<span lang="SK">Article 14 of the *Charter of Fundamental Rights of the European Union* (European Union, 2012) defines that everyone has the right to education (the possibility of free compulsory education), as well as the freedom to establish educational institutions in accordance with democratic principles and their religious, philosophical, and pedagogical beliefs, as well as national laws regulating the exercise of such freedom and rights. Similarly, Article 2 of the *Protocol to the Convention for the Protection of Human Rights and Freedoms* (<span style="mso-bidi-font-weight: bold;">Council of Europe, 1952) </span>emphasizes that, in ensuring the child's right to education, the right of parents to provide education and teaching in accordance with their religious and philosophical beliefs must be respected. Furthermore, the *Common Framework for Integration: Common Basic Principles for Immigrant Integration Policy in the European Union* (European Commission, 2005) provide guidelines for strengthening integration policies in the EU, emphasizing the importance of education, equal access to services, and non-discrimination in institutions, employment, as well as knowledge of the host country’s language and history. </span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-ansi-language: EN-US;">Similar to international legislative frameworks, the key characteristics of national frameworks supporting the educational inclusion of migrants are reflected in the provision of: a) the right and access to inclusive educational opportunities, i.e., preschool, free primary, and further education for all children; b) protection from all forms of discrimination – based on race, ethnicity, migration status (*Constitution of the Republic of Serbia*, 2006; *Law on Asylum and Temporary Protection*, 2018; *Law on the Foundations of the Education System*, 2017), as well as (c) clear procedures and processes for including migrant and asylum-seeking students in schools and other educational institutions (Ministry of Education, Science and Technological Development of the Republic of Serbia, 2017). The *Professional Instructions on the Inclusion of* </span>*<span style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Refugee</span><span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-ansi-language: EN-US;">/Asylum Seeker Students in the Education System</span>*<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-ansi-language: EN-US;"> (Ministry of Education, Science and Technological Development of the Republic of Serbia</span><span lang="SR-LATN-RS" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-ansi-language: SR-LATN-RS;">, 2017</span><span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-ansi-language: EN-US;">) have been in use since 2017 in schools attended by migrant students. These instructions define in more detail the enrollment conditions, methods, and models of support at the school level (for teachers and school staff, regular class students, and their parents), ways of providing language, psychological, and educational support to the student and their parents/guardians, monitoring their progress and development, as well as the process of maintaining pedagogical documentation. </span><span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">The school-level Support Plan focuses on preparing the school community, including homeroom teachers, parents/</span><span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-ansi-language: EN-US;">guardians</span><span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">, and students, for the integration of a new student. </span><span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US;">The Pupil Support Plan is more individualized, addressing the student's specific needs, and includes an adaptation program to manage stress, intensive language learning in Serbian through supplementary classes, and integration into regular and extracurricular school activities. This plan also emphasizes the individualization of teaching activities, adjusting schedules, didactic materials, and teaching methods to better support the student’s learning process. </span><span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-ansi-language: EN-US;">Since the right to education is linked to ensuring other rights (such as the right to health and social protection, protection of personal data, freedom of thought, etc.), support for migrant students, refugees, and asylum seekers includes provisions and measures for ensuring access to necessary support services in the community.</span><span lang="EN-US" style="font-family: 'Calibri',sans-serif; mso-ansi-language: EN-US;"> </span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">The concept of an inclusive school, developed by Booth and Ainscow (2011) and systematically presented in the *Index for Inclusion*, encompasses three main areas: creating inclusive cultures, creating inclusive policies, and creating inclusive practices. It is a comprehensive tool and a means of support for school staff to critically reflect on their practices, identify areas for improvement, and implement changes that promote inclusion. In addition to self-assessment, this framework can also be useful in developing action plans to improve the inclusivity of the school and ensure dynamism and continuity of the process. The first area – *Creating Inclusive Cultures* – focuses on building a school culture that values diversity and supports the participation of all students. This includes fostering a sense of belonging, promoting respect for diversity, creating a culture of collaboration among teachers, students, families, and the broader community, as well as building trust and relationships. The second area of an inclusive school focuses on creating inclusive policies to support inclusivity at each level of the school system. Inclusive policies encompass: equal opportunities (e.g., ensuring all students have equal access to quality education), non-discrimination (preventing all forms of discrimination, such as racism, xenophobia, etc.), developing an inclusive curriculum that reflects the diverse cultural backgrounds and experiences of all students, ensuring that learning becomes relevant to everyone. The third area – *Creating Inclusive Practices* – focuses on the practical actions that schools undertake to implement inclusion in everyday teaching and extracurricular activities. This aspect of developing an inclusive school includes: adapting teaching strategies to meet the diverse needs of all students, providing peer support and collaboration, creating a supportive physical and emotional learning environment, involving families and communities, and addressing barriers (such as language difficulties, cultural differences, or socio-economic challenges) in the learning and participation process of all students. The nurturing of an inclusive school culture is reflected not only in creating inclusive policies and practices but also in the positive attitudes of staff, students, parents, and the community. By focusing on creating inclusive cultures, policies, and practices, schools can ensure that every student has the opportunity to fully participate in their education, i.e., learning and participation in a formal context, to feel accepted and valued, and to achieve their maximum potential and development. </span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Although there is concern worldwide for the living and educational situation of migrants, attitudes toward their inclusion in regular school classes are often inconsistent and vary significantly, with some expressing resistance and fear, while others show openness, acceptance, and solidarity. The inclusion of migrant and asylum seeker students in the educational system has become particularly relevant in relation to the concept of teacher professional development and other educators </span><span lang="SK" style="mso-bidi-font-family: Calibri;">(Abacioglu, Fischer &amp; Volman, 2022; Prentice, 2023; Rissanen, Kuusisto &amp; Kuusisto, 2016)</span><span lang="EN-US" style="mso-ansi-language: EN-US;">. The attitudes of teachers, future teachers, and other educators towards the educational inclusion of migrant and asylum-seeking students in regular schools vary depending on a range of factors, including cultural background, personal experiences, broader social and political context, media portrayal, systemic solutions, and the level of support during teacher professional education and development, etc. Understanding the attitudes of students from pedagogical, philological, and philosophical faculties toward the inclusion of migrant and asylum seeker students in schools is essential for fostering an inclusive, tolerant, and supportive educational environment and overall school climate. This paper examines the perceptions of students who are future educators and explores the implications of their attitudes on the concept of professional education. Systems of professional education for future educators worldwide </span><span lang="SK" style="mso-bidi-font-family: Calibri;">(Abacioglu, Fischer &amp; Volman, 2022)</span><span lang="EN-US" style="mso-ansi-language: EN-US;">, as well as in </span><span lang="SK" style="mso-bidi-font-family: Calibri;">the Western Balkans (Pantić, 2008)</span><span lang="EN-US" style="mso-ansi-language: EN-US;">, have traditionally been structured as monocultural. As a result, they cannot sufficiently prepare future teaching candidates for educational work with students from diverse cultural identities and backgrounds, with different migration statuses. Given the importance of educational inclusion of migrant and asylum seeker students, on the one hand, and the current concept of professional education for teachers, educators, and pedagogues in national frameworks, the primary problem of this research is highlighted – the attitudes of future educators towards the educational inclusion of migrant and asylum seeker students in the educational system of Serbia. </span>

<span lang="EN-US" style="mso-ansi-language: EN-US;"> </span>

**<span lang="EN-US" style="mso-ansi-language: EN-US;">Method</span>**

**<span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="mso-tab-count: 1;"> </span></span>**<span lang="SK" style="mso-bidi-font-family: Calibri; mso-no-proof: yes;">By starting from the education policy towards migrant and asylum seeker children in the EU and Serbia as well as the concept of inclusive school, the research was conducted with the ***aim*** of investigating students’ attitudes towards the inclusion of migrant and asylum seeker students in the education system of Serbia. T</span><span lang="SK" style="mso-bidi-font-family: Calibri;">he general aim of the research was specified through *two tasks*:</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"><span style="mso-list: Ignore;">(1)<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">determine the degree of expression and the factor structure of students’ attitudes towards the inclusion of migrant and asylum seeker students in the education system; and </span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"><span style="mso-list: Ignore;">(2)<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">investigate the differences in students’ attitudes </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"><span style="mso-spacerun: yes;"> </span></span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">towards inclusive education in relation to independent variables </span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">(</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">university, year of study, study programme</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">, </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">contribution of studies to acquiring knowledge about the inclusion of migrant/asylum seeker students in the education system). </span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-font-style: italic;">Based on the previous research results (</span><span lang="SK" style="mso-bidi-font-family: Calibri;">Glock et al., 2019; </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Đorđević, Šantić and Živković, 2018; </span><span lang="SK" style="mso-bidi-font-family: Calibri;">McCorkle, 2019; Prentice, 2023; Saglam and Ilksen-Kanbur, 2018<span style="mso-bidi-font-weight: bold; mso-bidi-font-style: italic;">), *t*</span></span>*<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">wo research hypotheses </span>*<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">were formulated:</span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"><span style="mso-tab-count: 1;"> </span></span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Hypothesis 1: </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">The majority of students have positive attitudes towards the inclusion of migrant and asylum seeker students in the education system of Serbia; </span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"><span style="mso-tab-count: 1;"> </span></span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Hypothesis 2: </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">In relation to the independent variables, students’ attitudes towards the inclusion of migrant and asylum seeker students in the education system of Serbia differ. </span>

**<span lang="SK" style="mso-bidi-font-family: Calibri;">Research sample. </span>**<span lang="SK" style="mso-bidi-font-family: Calibri;">The research was conducted on an </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">appropriate</span><span lang="SK" style="mso-bidi-font-family: Calibri;"> sample of 261 students of </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">undergraduate academic studies (UAS) at the faculties of education, philology and philosophy in Serbia</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">, </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">aged</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> 19</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">-</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">36 (89,7% </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">are females and</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> 10,3% </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">are males</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">). </span><span lang="SK" style="mso-bidi-font-family: Calibri;">The structure of the students’ sample according to the<span style="mso-bidi-font-weight: bold;"> </span>singled out demographic and education characteristics is shown in Table 1.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Table</span><span lang="SK" style="mso-bidi-font-family: Calibri;"> 1</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Structure of the research sample in relation to the independent variables</span><span lang="EN-US" style="mso-bidi-font-family: Calibri;"> </span>

<span lang="SK" style="mso-bidi-font-family: Calibri;"> </span>

<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-variables-modalities" style="width: 432.9pt; border-collapse: collapse; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="577"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; height: 14.35pt;"><td style="width: 180.9pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 14.35pt;" valign="top" width="241">**<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Variables </span>**

</td><td style="width: 171.0pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 14.35pt;" valign="top" width="228">**<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Modalities</span>**

</td><td style="width: 49.5pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 14.35pt;" valign="top" width="66">**<span lang="SK" style="mso-bidi-font-family: Calibri;">f</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

</td><td style="width: 31.5pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 14.35pt;" valign="top" width="42">**<span lang="SK" style="mso-bidi-font-family: Calibri;">%</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

</td></tr><tr style="mso-yfti-irow: 1; height: 13.0pt;"><td rowspan="5" style="width: 180.9pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="241"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">University </span>

</td><td style="width: 171.0pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">University of Belgrade </span>

</td><td style="width: 49.5pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">51</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">19</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">5</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 2; height: 13.45pt;"><td style="width: 171.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.45pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">University of Kragujevac </span>

</td><td style="width: 49.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.45pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">100</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.45pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">38</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">3</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 3; height: 13.0pt;"><td style="width: 171.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">University of Novi Sad </span>

</td><td style="width: 49.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">29</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">11</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">1</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 4; height: 13.0pt;"><td style="width: 171.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">University in </span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Priština </span>

</td><td style="width: 49.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">13</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"><span style="mso-spacerun: yes;"> </span>5</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">0</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 5; height: 15.25pt;"><td style="width: 171.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.25pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">University of Ni</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">š</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 49.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.25pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">68</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.25pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">26</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">1</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 6; height: 14.35pt;"><td rowspan="4" style="width: 180.9pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 14.35pt;" valign="top" width="241"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Year of study </span>

</td><td style="width: 171.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 14.35pt;" valign="top" width="228"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">First </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">year </span>

</td><td style="width: 49.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 14.35pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">105</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 14.35pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">40</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">2</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 7; height: 13.45pt;"><td style="width: 171.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.45pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Second year</span>

</td><td style="width: 49.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.45pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">54</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.45pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">20</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">7</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 8; height: 11.2pt;"><td style="width: 171.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 11.2pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Third year</span>

</td><td style="width: 49.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 11.2pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">42</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 11.2pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">16</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">1</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 9; height: 11.65pt;"><td style="width: 171.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 11.65pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Fourth year</span>

</td><td style="width: 49.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 11.65pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">60</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 11.65pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">23</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">0</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 10; height: 12.55pt;"><td rowspan="3" style="width: 180.9pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.55pt;" valign="top" width="241"><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Study programme </span>

</td><td style="width: 171.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.55pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">UAS</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Primary school teacher </span>

</td><td style="width: 49.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.55pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">119</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.55pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">45</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">6</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 11; height: 13.45pt;"><td style="width: 171.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.45pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">UAS</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Serbian language and literature </span>

</td><td style="width: 49.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.45pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">46</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.45pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">17</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">6</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 12; height: 13.0pt;"><td style="width: 171.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">UAS</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Pedagogy </span>

</td><td style="width: 49.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">96</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.0pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">36</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">8</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 13; height: 8.5pt;"><td rowspan="2" style="width: 180.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 8.5pt;" valign="top" width="241"><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Contribution of studies to acquiring knowledge about the educational inclusion of migrant/asylum seeker students </span>

</td><td style="width: 171.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 8.5pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Yes</span>

</td><td style="width: 49.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 8.5pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">192</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 8.5pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">73</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">6</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 14; mso-yfti-lastrow: yes; height: 13.9pt;"><td style="width: 171.0pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.9pt;" valign="top" width="228"><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">No</span>

</td><td style="width: 49.5pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.9pt;" valign="top" width="66"><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">69</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 31.5pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.9pt;" valign="top" width="42"><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">26</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">,</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">4</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr></tbody></table>

**<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"><span style="mso-tab-count: 1;"> </span></span>**

**<span lang="SK" style="mso-bidi-font-family: Calibri;">Research methods, techniques and instruments</span>**<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">. </span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-no-proof: yes;">A descriptive-non-experimental research method, survey technique, as well as two specifically designed research instruments were used: </span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">(1) </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">A questionnaire about students’ social</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> and educational</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> characteristics; and </span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">(2) </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">A Likert-type assessment scale</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">. </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">In the first instrument, data were collected about the students’ gender, the year of study, <span style="mso-bidi-font-weight: bold;">university, study programme</span></span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">, </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">contribution of studies to acquiring knowledge about the inclusion of migrant/asylum seeker students in the education system</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">. Within the second instrument including 18 statements </span><span lang="SK" style="mso-bidi-font-family: Calibri;">representing </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">the operationalization of the three aspects of inclusive education, namely the importance of inclusion of migrant/asylum seeker students in the education system</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">, </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">educational inclusion resources and obstacles to educational <span style="color: black;">inclusion</span></span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">, </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">i.e. the reduction or removal of the obstacles to social participation and learning of migrant/asylum seeker students. </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"><span style="mso-spacerun: yes;"> </span><span style="mso-bidi-font-weight: bold;">The initial scale meet the theoretical reliability requirements (α</span></span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">=</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> 0.</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">83</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">.</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">The first subscale – **The importance of inclusion and social participation** – included six items (Item 1: “*<span style="mso-bidi-font-weight: bold;">The inclusion of migrant/asylum seeker students in education is important </span>*</span>*<span lang="SK" style="color: black;">due to their right to education.</span>*<span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">” Item 6: “*Inclusion implies migrant/asylum seeker students’ contributions to the development of our society in the future*.”). The second subscale – **Resources to support inclusion**</span>**<span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black;"> </span>**<span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">– included seven items (Item 7: “</span>*<span lang="SK" style="color: black;">The inclusion of migrant/asylum seeker students in regular classes implies </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">removing various barriers</span>*<span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;"> </span>*<span lang="SK" style="color: black;">(prejudices, language barriers, institutional barriers, etc.)</span>*<span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">” Item 10: “One of the most important aspects of inclusion of migrant/asylum seeker students in regular classes is the promotion of cooperation with their family. The third subscale – **Obstacles to inclusion**</span>**<span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black;"> </span>**<span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">– included five items (Item 15: “*<span style="mso-bidi-font-weight: bold;">In practice, the inclusion of migrant/asylum seeker students amounts to their being physically placed in regular classes.</span>*” Item 17:<span style="mso-spacerun: yes;"> </span>“*Migrant/asylum seekers should receive education within asylum and reception centers.*”). The students expressed their assessment of the consent with the statements on five-point Likert scale (</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">1</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">– </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Strongly disagree</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-bidi-font-weight: bold;">; 5 – </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Strongly agree</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">), and the larger total result indicates greater expression of </span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black;">more positive students' attitudes towards the inclusion of migrants and asylum seekers in the educational system</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">. </span>

**<span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">Data processing and analysis procedures</span>**<span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">. A group and online survey was conducted during the 2023/2024 academic year. Student participation in the survey was voluntary and anonymous. The following descriptive statistics measures were used in data analysis and interpretation: mean, standard deviation, skewness and kurtosis measures. For investigating statistically significant differences in the students’ attitudes with regard to university, year of study and study programe, we used a one-way analysis of variance for non-repeated measures (ANOVA). T-test was used to test the differences in the students’ attitudes with regard to <span style="mso-bidi-font-weight: bold;">contribution of studies to acquiring knowledge about the educational inclusion of migrant/asylum seeker students. </span></span><span lang="SK" style="color: black;">An exploratory factor analysis was applied to determine the factor structure of students' attitudes toward the inclusion of migrant and asylum seeker students in the education system.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span>

**<span lang="SK" style="font-size: 12.0pt; color: black;">Results</span>**

<span lang="SK" style="color: black;">The average response value of students on the scale on the scale for assessing attitudes toward the inclusion of migrant and asylum seeker students in the education system is 68.73 (Table 2), which, in relation to the theoretical range of the scale (18-90), indicates a moderate to high value. This descriptive indicator suggests that, on average</span><span lang="SK">, students have moderately positive attitudes toward the inclusion of migrant and asylum seeker students in the Serbian educational system.</span>

<span lang="SK"> </span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Table</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> 2</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Descriptive parameters on the scale of attitudes towards the inclusion of migrant/asylum seeker students in the education system of Serbia</span>

*<span lang="SK" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> </span>*

<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-%C2%A0-m-sd-sk.-ku.-theor" style="width: 447.3pt; border-collapse: collapse; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="596"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; height: 29.65pt;"><td style="width: 4.0cm; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="151"> </td><td style="width: 33.75pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="45"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">M</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 34.65pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="46"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">SD</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 36.0pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="48"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Sk.</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 33.75pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="45"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">K</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">u.</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 87.75pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="117"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Theoretical range of the scale </span>

</td><td style="width: 63.0pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="84"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Cronbach's Alpha </span>

</td><td style="width: 45.0pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="60"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Number of</span>

<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"><span style="mso-spacerun: yes;"> </span>items </span>

</td></tr><tr style="mso-yfti-irow: 1; mso-yfti-lastrow: yes; height: 30.55pt;"><td style="width: 4.0cm; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 30.55pt;" valign="top" width="151"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Scale of attitudes towards inclusion </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">– Total<span style="mso-spacerun: yes;"> </span></span>

</td><td style="width: 33.75pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 30.55pt;" valign="top" width="45"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">68.73</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 34.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 30.55pt;" valign="top" width="46"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">7.92</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 36.0pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 30.55pt;" valign="top" width="48"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">-.680</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 33.75pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 30.55pt;" valign="top" width="45"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">1.490</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 87.75pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 30.55pt;" valign="top" width="117"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">18-90</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 63.0pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 30.55pt;" valign="top" width="84"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">.83</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 45.0pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 30.55pt;" valign="top" width="60"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">18</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr></tbody></table>

<span lang="SK"> </span>

<span lang="SK">The standard deviation values (SD = 7.92) indicate some variability in students attitudes toward the educational inclusion of migrant and asylum seeker students, but generally, most responses are clustered around the mean value. The distribution of results is slightly skewed to the left, suggesting that most students express positive attitudes. The attitude scale toward inclusion is reliable, and a Cronbachs alpha of 0.83 indicates that the items within the scale are highly correlated and measure the same underlying construct—attitudes toward educational inclusion.</span>

<span lang="SK">Exploratory factor analysis identified three dimensions of students attitudes toward the inclusion of migrants and asylum seekers in the Serbian educational system, which, when placed in a Promax rotation, explain 51.36% of the variance, i.e., more than half of the variation in students attitudes toward educational inclusion (Table 3).</span>

<span lang="SK"> </span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Table</span><span lang="SK" style="mso-bidi-font-family: Calibri;"> 3</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Characteristics of the identified factors on the scale of attitudes towards the inclusion of migrant/asylum seeker students</span>

<span lang="EN-US" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-name-of-the-factor-c" style="width: 445.65pt; margin-left: 9.9pt; border-collapse: collapse; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="594"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; height: 25.6pt;"><td style="width: 149.4pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 25.6pt;" valign="top" width="199"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Name of the factor </span>

</td><td style="width: 99.0pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 25.6pt;" valign="top" width="132"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Characteristic value </span>

</td><td style="width: 67.5pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 25.6pt;" valign="top" width="90"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Accounted variance </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">(%)</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 85.5pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 25.6pt;" valign="top" width="114"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Cumulative variance </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">(%)</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 44.25pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 25.6pt;" valign="top" width="59"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Number of items </span>

</td></tr><tr style="mso-yfti-irow: 1; height: 29.65pt;"><td style="width: 149.4pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="199"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">The importance of inclusion and social participation </span>

</td><td style="width: 99.0pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="132"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">5.472</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 67.5pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="90"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">30</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">,</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">40</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 85.5pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="114"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">30</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">,</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">40</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 44.25pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 29.65pt;" valign="top" width="59"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">7</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td></tr><tr style="mso-yfti-irow: 2; height: 22.9pt;"><td style="width: 149.4pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 22.9pt;" valign="top" width="199"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Resources to support inclusion </span>

</td><td style="width: 99.0pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 22.9pt;" valign="top" width="132"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">2.568</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 67.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 22.9pt;" valign="top" width="90"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">14</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">,</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">27</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 85.5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 22.9pt;" valign="top" width="114"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">44</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">,</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">67</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 44.25pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 22.9pt;" valign="top" width="59"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">6</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td></tr><tr style="mso-yfti-irow: 3; mso-yfti-lastrow: yes; height: 18.4pt;"><td style="width: 149.4pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 18.4pt;" valign="top" width="199"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Obstacles to inclusion </span>

</td><td style="width: 99.0pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 18.4pt;" valign="top" width="132"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">1.204</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 67.5pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 18.4pt;" valign="top" width="90"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">6</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">,</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">690</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 85.5pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 18.4pt;" valign="top" width="114"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">51</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">,</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">357</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 44.25pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 18.4pt;" valign="top" width="59"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">5</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td></tr></tbody></table>

<span lang="SK"> </span>

<span lang="SK">The characteristic values of the first factor – *The importance of inclusion and social participation* – show that this factor makes the largest contribution to explaining the overall variance in the data, accounting for nearly a third of the total variation in responses. A significant portion of the items on the scale relates to the importance of inclusion and social participation, as the dominant factor groups 7 items. The characteristic value for the second factor – *Resources to support inclusion* – indicates a moderate contribution to the overall variance. This factor consists of 6 items, focusing on the necessary resources for successful inclusion (e.g., cooperation with families, intercultural education, and peer acceptance, etc.). The third factor – *Obstacles to inclusion* – has the smallest characteristic value. This factor explains 6.69% of the total variance, suggesting that obstacles to inclusion have less influence on shaping students overall attitudes compared to the first two factors. This factor groups 5 items, which are focused on barriers to the development of inclusion, such as cultural differences, institutional challenges, and inadequate conditions, etc.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> </span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Table 4</span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Descriptive indicators of the first factor structure</span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> </span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-the-items-within-fac" style="margin-left: 5.4pt; border-collapse: collapse; border: none; height: 386.475px;" width="600"><tbody><tr style="height: 37.6px;"><td style="width: 408px; border-top: 1pt solid windowtext; border-left: none; border-bottom: 1pt solid windowtext; border-right: none; padding: 0cm 5.4pt; height: 37.6px;" valign="top" width="408"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">The items within Factor 1 – **The importance of inclusion and social participation**</span>**<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;"> </span>**

</td><td style="width: 47.525px; border-top: 1pt solid windowtext; border-left: none; border-bottom: 1pt solid windowtext; border-right: none; padding: 0cm 5.4pt; height: 37.6px;" valign="top" width="48"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">M </span>

</td><td style="width: 42px; border-top: 1pt solid windowtext; border-left: none; border-bottom: 1pt solid windowtext; border-right: none; padding: 0cm 5.4pt; height: 37.6px;" valign="top" width="42"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">SD </span>

</td><td colspan="2" style="width: 102.475px; border-top: 1pt solid windowtext; border-left: none; border-bottom: 1pt solid windowtext; border-right: none; padding: 0cm 5.4pt; height: 37.6px;" valign="top" width="102"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Saturation </span>

</td></tr><tr style="height: 37.2px;"><td style="width: 408px; border: none; padding: 0cm 5.4pt; height: 37.2px;" valign="top" width="408"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">The inclusion of migrant/asylum seeker students in education is important </span><span lang="SK">due to their right to education</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">. </span>

</td><td style="width: 47.525px; border: none; padding: 0cm 5.4pt; height: 37.2px;" valign="top" width="48">**<span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">4</span><span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri;">.</span><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">49 </span>**

</td><td colspan="2" style="width: 93.225px; border: none; padding: 0cm 5.4pt; height: 37.2px;" valign="top" width="54"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.872 </span>

</td><td style="width: 51.25px; border: none; padding: 0cm 5.4pt; height: 37.2px;" valign="top" width="90"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.811 </span>

</td></tr><tr style="height: 36.8px;"><td style="width: 408px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="408"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Including migrant/asylum seeker students in regular classes contributes to developing interculturality in schools. </span>

</td><td style="width: 47.525px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="48"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">3.97 </span>

</td><td colspan="2" style="width: 93.225px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="54"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1.062 </span>

</td><td style="width: 51.25px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="90"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.800 </span>

</td></tr><tr style="height: 36.8px;"><td style="width: 408px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="408"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Migrant/asylum seeker students have equal rights to education as other students in our country. </span>

</td><td style="width: 47.525px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="48"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">4.27 </span>

</td><td colspan="2" style="width: 93.225px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="54"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1.059 </span>

</td><td style="width: 51.25px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="90"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.735 </span>

</td></tr><tr style="height: 55.2px;"><td style="width: 408px; border: none; padding: 0cm 5.4pt; height: 55.2px;" valign="top" width="408"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Including migrant/asylum seeker students in extracurricular activities is important for the demonstration of their talents and the appreciation of their different interests. </span>

</td><td style="width: 47.525px; border: none; padding: 0cm 5.4pt; height: 55.2px;" valign="top" width="48">**<span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">4.28 </span>**

</td><td colspan="2" style="width: 93.225px; border: none; padding: 0cm 5.4pt; height: 55.2px;" valign="top" width="54"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.993 </span>

</td><td style="width: 51.25px; border: none; padding: 0cm 5.4pt; height: 55.2px;" valign="top" width="90"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.725 </span>

</td></tr><tr style="height: 36.8px;"><td style="width: 408px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="408"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Including migrant/asylum seeker students in regular classes contributes to preserving their tradition and customs. </span>

</td><td style="width: 47.525px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="48"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">3.44 </span>

</td><td colspan="2" style="width: 93.225px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="54"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1.146 </span>

</td><td style="width: 51.25px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="90"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.707 </span>

</td></tr><tr style="height: 36.8px;"><td style="width: 408px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="408"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Inclusion implies migrant/asylum seeker students’ contributions to the development of our society in the future. </span>

</td><td style="width: 47.525px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="48"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">3.15 </span>

</td><td colspan="2" style="width: 93.225px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="54"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1.182 </span>

</td><td style="width: 51.25px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="90"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.671 </span>

</td></tr><tr style="height: 36.8px;"><td style="width: 408px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="408"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Migrant/asylum seeker students should receive education within regular classes. </span>

</td><td style="width: 47.525px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="48"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">3.72 </span>

</td><td colspan="2" style="width: 93.225px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="54"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1.239 </span>

</td><td style="width: 51.25px; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="90"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.549 </span>

</td></tr><tr style="height: 43.275px;"><td style="width: 408px; border-top: none; border-right: none; border-left: none; border-image: initial; border-bottom: 1pt solid windowtext; padding: 0cm 5.4pt; height: 43.275px;" valign="top" width="408"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Characteristic value </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">– 5.472</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td colspan="4" style="width: 192px; border-top: none; border-right: none; border-left: none; border-image: initial; border-bottom: 1pt solid windowtext; padding: 0cm 5.4pt; height: 43.275px;" valign="top" width="192"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Accounted variance</span><span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri;"> – 30</span><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">,</span><span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri;">40%</span><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td></tr><tr style="height: 29.2px;"><td style="border: none; width: 408px; height: 29.2px;" width="408"> </td><td style="border: none; width: 47.525px; height: 29.2px;" width="48"> </td><td style="border: none; width: 42px; height: 29.2px;" width="42"> </td><td style="border: none; width: 51.225px; height: 29.2px;" width="12"> </td><td style="border: none; width: 51.25px; height: 29.2px;" width="90"> </td></tr></tbody></table>

<span lang="SK"> </span>

<span lang="SK">The factor that predominantly explains the attitudes of future educators relates to the importance of inclusion and social participation (30.40% of the variance). The average values for each statement (Table 4) indicate that students assess the significance of each aspect of educational inclusion for migrant and asylum seeker students: from the right to education, through the expression of talents and interests, the development of interculturality in schools, to their future contribution to society. Most students – future educators – agree that the right to education for migrant and asylum seeker students is a key aspect of their inclusion. This is reflected in the statement with the highest mean value: *The inclusion of migrant/asylum seeker students in education is important due to their right to education* (M = 4.49). Students also agree that the importance of educational inclusion for migrant and asylum seeker students is reflected in the opportunity for them to express their talents and different interests (M = 4.28), and the equal right to education as other students (M = 4.27). The lowest level of agreement was expressed regarding the statement (</span>*<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Inclusion implies migrant/asylum seeker students’ contributions to the development of our society in the future</span>*<span lang="SK">) suggesting that students are less confident about the future societal contribution of migrant and asylum seeker students. The standard deviation values indicate the greatest variability in students attitudes regarding the integration of migrant and asylum seeker students into regular school classes (SD = 1.239), on one hand, and general consensus on the importance of their educational rights (SD = 0.872), on the other hand. The results further suggest that students perceive the importance of inclusion for migrant/asylum seeker students, with particular emphasis on their educational rights, but do not have unified views on all aspects of inclusion, such as integration into regular classes and societal contributions.</span>

<span lang="SK"> </span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Table 5</span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Descriptive indicators of the second factor structure</span>

<span lang="SK" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> </span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-the-items-within-fac-1" style="margin-left: 5.4pt; border-collapse: collapse; mso-table-layout-alt: fixed; border: none; mso-border-alt: solid black .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black; mso-border-insidev: .5pt solid black;" width="600"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; height: 24.25pt;"><td style="width: 311.4pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 24.25pt;" valign="top" width="415"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">The items within Factor 2 </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">– </span>**<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Resources to support inclusion</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;"> </span>**

</td><td style="width: 45.0pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 24.25pt;" valign="top" width="60"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">M</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 30.6pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 24.25pt;" valign="top" width="41"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">SD</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 63.0pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 24.25pt;" valign="top" width="84"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Saturation </span>

</td></tr><tr style="mso-yfti-irow: 1; height: 37.75pt;"><td style="width: 311.4pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 37.75pt;" valign="top" width="415"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">The inclusion of migrant/asylum seeker students in regular classes implies removing various barriers</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> (</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">prejudices</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">, </span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">language barriers</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">, </span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">institutional barriers, etc</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">.).</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 45.0pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 37.75pt;" valign="top" width="60">**<span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">4.30</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

</td><td style="width: 30.6pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 37.75pt;" valign="top" width="41"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">.885</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 63.0pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 37.75pt;" valign="top" width="84"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.800 </span>

</td></tr><tr style="mso-yfti-irow: 2; height: 25.6pt;"><td style="width: 311.4pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 25.6pt;" valign="top" width="415"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">One of the most important aspects of inclusion of migrant/asylum seeker students in regular classes is the promotion of cooperation with their family. </span>

</td><td style="width: 45.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 25.6pt;" valign="top" width="60"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">4.12 </span>

</td><td style="width: 30.6pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 25.6pt;" valign="top" width="41"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.893 </span>

</td><td style="width: 63.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 25.6pt;" valign="top" width="84"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.765 </span>

</td></tr><tr style="mso-yfti-irow: 3; height: 36.85pt;"><td style="width: 311.4pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 36.85pt;" valign="top" width="415"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Successful inclusion of migrant/asylum seeker students in education is impossible without a united action of the educational, social and health sectors. </span>

</td><td style="width: 45.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 36.85pt;" valign="top" width="60"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">4.03 </span>

</td><td style="width: 30.6pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 36.85pt;" valign="top" width="41"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.933 </span>

</td><td style="width: 63.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 36.85pt;" valign="top" width="84"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.752 </span>

</td></tr><tr style="mso-yfti-irow: 4; height: 37.75pt;"><td style="width: 311.4pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 37.75pt;" valign="top" width="415"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">One of the most important aspects of inclusion of migrant/asylum seeker students in regular classes is peer acceptance. </span>

</td><td style="width: 45.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 37.75pt;" valign="top" width="60">**<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">4.30 </span>**

</td><td style="width: 30.6pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 37.75pt;" valign="top" width="41"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.848 </span>

</td><td style="width: 63.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 37.75pt;" valign="top" width="84"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.654 </span>

</td></tr><tr style="mso-yfti-irow: 5; height: 35.05pt;"><td style="width: 311.4pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 35.05pt;" valign="top" width="415"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Inclusion of migrant/asylum seeker students in regular classes is impossible without the development and preservation of intercultural education. </span>

</td><td style="width: 45.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 35.05pt;" valign="top" width="60"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">4.11 </span>

</td><td style="width: 30.6pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 35.05pt;" valign="top" width="41"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.933 </span>

</td><td style="width: 63.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 35.05pt;" valign="top" width="84"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.631 </span>

</td></tr><tr style="mso-yfti-irow: 6; height: 28.75pt;"><td style="width: 311.4pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 28.75pt;" valign="top" width="415"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">One of the most important aspects of inclusion of migrant/asylum seeker students in regular classes is to learn the language of instruction</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">. </span>

</td><td style="width: 45.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 28.75pt;" valign="top" width="60"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">3.94 </span>

</td><td style="width: 30.6pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 28.75pt;" valign="top" width="41"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.921 </span>

</td><td style="width: 63.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 28.75pt;" valign="top" width="84"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">.531</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td></tr><tr style="mso-yfti-irow: 7; mso-yfti-lastrow: yes; height: 17.5pt;"><td style="width: 311.4pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 17.5pt;" valign="top" width="415"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Characteristic value </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">–</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">2.568</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td colspan="3" style="width: 138.6pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 17.5pt;" valign="top" width="185"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Accounted variance </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">–</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">14</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">,</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">27%</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td></tr></tbody></table>

<span lang="SK"> </span>

<span lang="SK">The second factor, *Resources to Support Inclusion*, includes 6 items related to the resources necessary to ensure the effective inclusion of migrant students in education (Table 5). Students express the greatest agreement with two statements: *The inclusion of migrant/asylum seeker students in regular classes implies* </span>*<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">removing various barriers</span>*<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> </span>*<span lang="SK">(prejudices, language barriers, institutional barriers, etc.)</span>*<span lang="SK"> (M = 4.30) and </span>*<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">One of the most important aspects of inclusion of migrant/asylum seeker students in regular classes is peer acceptance</span>* <span lang="SK">(M = 4.30). These statements indicate that the most crucial resources for inclusion are overcoming barriers (e.g., prejudices, language barriers, institutional obstacles) and ensuring peer acceptance, suggesting that peer relationships are seen as essential for successful inclusion. Students expressed the least agreement with the statement: </span>*<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">One of the most important aspects of inclusion of migrant/asylum seeker students in regular classes is to learn the language of instruction</span>*<span lang="SK"> (M = 3.94). The mean value of this item suggests that while language learning is considered important, it is not viewed as the most critical resource compared to other aspects, such as cooperation with families or peer acceptance. On the other hand, the standard deviation values indicate significant variability in students; attitudes regarding the necessity for unified action in the educational, social, and healthcare sectors and the development and nurturing of intercultural education. While some students view this cooperation as essential, others do not see it as a top priority. Similarly, while some students consider the inclusion of migrant/asylum seeker students in regular classes impossible without the development and maintenance of intercultural education, others do not perceive it as crucial. The second factor accounts for a smaller portion of the variance in students responses (14.27%), suggesting that although resources are important, other factors play a more dominant role in shaping their attitudes towards the inclusion of migrant and asylum seeker students.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Table 6</span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"><span style="mso-spacerun: yes;"> </span>Descriptive indicators of the third factor structure</span>

*<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> </span>*

<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-the-items-within-fac-2" style="width: 445.5pt; margin-left: 9.9pt; border-collapse: collapse; border: none; height: 263.675px;" width="594"><tbody><tr style="height: 38.675px;"><td style="width: 10cm; border-top: 1pt solid windowtext; border-left: none; border-bottom: 1pt solid windowtext; border-right: none; padding: 0cm 5.4pt; height: 38.675px;" valign="top" width="378"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">The items within Factor 3 </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">– </span>**<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Obstacles to inclusion</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;"> </span>**

</td><td style="width: 49.5pt; border-top: 1pt solid windowtext; border-left: none; border-bottom: 1pt solid windowtext; border-right: none; padding: 0cm 5.4pt; height: 38.675px;" valign="top" width="66"><span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri;">M</span><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 47.3pt; border-top: 1pt solid windowtext; border-left: none; border-bottom: 1pt solid windowtext; border-right: none; padding: 0cm 5.4pt; height: 38.675px;" valign="top" width="63"><span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri;">SD</span><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 65.2pt; border-top: 1pt solid windowtext; border-left: none; border-bottom: 1pt solid windowtext; border-right: none; padding: 0cm 5.4pt; height: 38.675px;" valign="top" width="87"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Saturation </span>

</td></tr><tr style="height: 37.2px;"><td style="width: 10cm; border: none; padding: 0cm 5.4pt; height: 37.2px;" valign="top" width="378"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Educational inclusion of migrant/asylum seekers is not possible if there are great cultural differences</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">. </span>

</td><td style="width: 49.5pt; border: none; padding: 0cm 5.4pt; height: 37.2px;" valign="top" width="66"><span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri;">3.25</span><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 47.3pt; border: none; padding: 0cm 5.4pt; height: 37.2px;" valign="top" width="63"><span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri;">1.043</span><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 65.2pt; border: none; padding: 0cm 5.4pt; height: 37.2px;" valign="top" width="87"><span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri;">.791</span><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td></tr><tr style="height: 36.8px;"><td style="width: 10cm; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="378"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">In practice, the inclusion of migrant/asylum seeker students amounts to their being physically placed in regular classes. </span>

</td><td style="width: 49.5pt; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="66">**<span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">3.50 </span>**

</td><td style="width: 47.3pt; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="63"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.946 </span>

</td><td style="width: 65.2pt; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="87"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.785 </span>

</td></tr><tr style="height: 36.8px;"><td style="width: 10cm; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="378"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Migrant/asylum seekers should receive education within asylum and reception centers</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">.</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 49.5pt; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="66"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">3.09 </span>

</td><td style="width: 47.3pt; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="63"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1.321 </span>

</td><td style="width: 65.2pt; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="87"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.636 </span>

</td></tr><tr style="height: 36.8px;"><td style="width: 10cm; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="378"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Migrant/asylum seeker students should receive education in special classes</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">, </span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">together with other migrant students</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">.</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td style="width: 49.5pt; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="66"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">3.09 </span>

</td><td style="width: 47.3pt; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="63"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1.412 </span>

</td><td style="width: 65.2pt; border: none; padding: 0cm 5.4pt; height: 36.8px;" valign="top" width="87"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.625 </span>

</td></tr><tr style="height: 55.2px;"><td style="width: 10cm; border: none; padding: 0cm 5.4pt; height: 55.2px;" valign="top" width="378"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">There are no adequate conditions </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">(</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">institutional</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">, </span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">staff</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">, </span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">material, etc.</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">) </span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">for quality education of migrant/asylum seeker students. </span>

</td><td style="width: 49.5pt; border: none; padding: 0cm 5.4pt; height: 55.2px;" valign="top" width="66">**<span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">3.76 </span>**

</td><td style="width: 47.3pt; border: none; padding: 0cm 5.4pt; height: 55.2px;" valign="top" width="63"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1.156 </span>

</td><td style="width: 65.2pt; border: none; padding: 0cm 5.4pt; height: 55.2px;" valign="top" width="87"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.477 </span>

</td></tr><tr style="height: 22.2px;"><td style="width: 10cm; border-top: none; border-right: none; border-left: none; border-image: initial; border-bottom: 1pt solid windowtext; padding: 0cm 5.4pt; height: 22.2px;" valign="top" width="378"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Characteristic value </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">– 1.204</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td><td colspan="3" style="width: 162pt; border-top: none; border-right: none; border-left: none; border-image: initial; border-bottom: 1pt solid windowtext; padding: 0cm 5.4pt; height: 22.2px;" valign="top" width="216"><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Accounted variance </span><span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri;">– 6</span><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">,</span><span lang="SK" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri;">690%</span><span lang="EN-US" style="font-size: 10.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

</td></tr></tbody></table>

<span lang="SK"> </span>

<span lang="SK">The third factor encompasses 5 items related to various obstacles on the path to educational inclusion for migrant/asylum seeker students (Table 6). It explains a relatively small portion of the variance in responses, suggesting that obstacles to inclusion have less of an influence on students attitudes compared to the other factors. The mean values indicate that students agree that the lack of adequate resources (institutional, personnel, or material) represents a significant barrier to the inclusion of migrant/asylum seeker students in the educational system (M = 3.76). On the other hand, items with the lowest mean values suggest that students are less supportive of segregating migrant/asylum seeker students into specialized classes or limiting their education to reception centers. However, some students do support the idea of separate education for migrant/asylum seeker students, while others oppose it (SD = 1.412; SD = 1.321). This finding can be interpreted by the fact that students are not sufficiently certain whether segregation in special classes, with students who share similar experiences, would be more beneficial or harmful for these students. In summary, while students recognize the challenges and resource limitations in integrating migrant and asylum seeker students into the educational system, there is significant variation in their views on whether separate education or inclusion in regular classrooms is the best approach. This suggests that students are uncertain about the advantages and disadvantages of segregation and its potential impact on the educational experience of migrant students.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> </span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Table 7</span>

<span lang="SK" style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">The significance of the differences in the students’ attitudes towards the inclusion of migrant/asylum seeker students in the education system in relation to the independent variables</span>

**<span lang="SK" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;"> </span>**

<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-%C2%A0%C2%A0%C2%A0%C2%A0%C2%A0%C2%A0%C2%A0%C2%A0-variables-m" style="width: 450.9pt; margin-left: 9.9pt; border-collapse: collapse; border: none; mso-border-alt: solid black .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black; mso-border-insidev: .5pt solid black;" width="601"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; height: 24.7pt; mso-row-margin-right: 9.9pt;"><td style="width: 91.65pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 24.7pt;" valign="top" width="122"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"><span style="mso-tab-count: 1;"> </span>Variables </span>

</td><td style="width: 119.85pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 24.7pt;" valign="top" width="160"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Modalities</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;"> </span>

</td><td colspan="2" style="width: 63.0pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 24.7pt;" valign="top" width="84"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">M </span>

</td><td style="width: 44.1pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 24.7pt;" valign="top" width="59"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">SD </span>

</td><td colspan="2" style="width: 81.0pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 24.7pt;" valign="top" width="108"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">F </span>

</td><td style="width: 41.4pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 24.7pt;" valign="top" width="55"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">LSD </span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">test</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="mso-cell-special: placeholder; border: none; padding: 0cm 0cm 0cm 0cm;" width="13"></td></tr><tr style="mso-yfti-irow: 1; height: 12.55pt; mso-row-margin-right: 9.9pt;"><td rowspan="4" style="width: 91.65pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.55pt;" valign="top" width="122"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Year of study </span>

</td><td style="width: 119.85pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.55pt;" valign="top" width="160"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">First year UAS </span>

</td><td colspan="2" style="width: 63.0pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.55pt;" valign="top" width="84"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">69.59 </span>

</td><td style="width: 44.1pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.55pt;" valign="top" width="59"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">10.38 </span>

</td><td colspan="2" rowspan="4" style="width: 81.0pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.55pt;" valign="top" width="108"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">F=3.978; </span>

<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">df=3; </span>

<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">p&lt; 0.05 </span>

</td><td rowspan="4" style="width: 41.4pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.55pt;" valign="top" width="55"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">1-3</span>

<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">1-4 </span>

</td><td style="mso-cell-special: placeholder; border: none; padding: 0cm 0cm 0cm 0cm;" width="13"></td></tr><tr style="mso-yfti-irow: 2; height: 13.95pt; mso-row-margin-right: 9.9pt;"><td style="width: 119.85pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.95pt;" valign="top" width="160"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Second year UAS </span>

</td><td colspan="2" style="width: 63.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.95pt;" valign="top" width="84"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">60.73 </span>

</td><td style="width: 44.1pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.95pt;" valign="top" width="59"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="mso-cell-special: placeholder; border: none; padding: 0cm 0cm 0cm 0cm;" width="13"></td></tr><tr style="mso-yfti-irow: 3; height: 13.05pt; mso-row-margin-right: 9.9pt;"><td style="width: 119.85pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.05pt;" valign="top" width="160"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Third year UAS </span>

</td><td colspan="2" style="width: 63.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.05pt;" valign="top" width="84"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">56.38 </span>

</td><td style="width: 44.1pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 13.05pt;" valign="top" width="59"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="mso-cell-special: placeholder; border: none; padding: 0cm 0cm 0cm 0cm;" width="13"></td></tr><tr style="mso-yfti-irow: 4; height: 14.85pt; mso-row-margin-right: 9.9pt;"><td style="width: 119.85pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 14.85pt;" valign="top" width="160"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Fourth year UAS </span>

</td><td colspan="2" style="width: 63.0pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 14.85pt;" valign="top" width="84"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">55.19 </span>

</td><td style="width: 44.1pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 14.85pt;" valign="top" width="59"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td style="mso-cell-special: placeholder; border: none; padding: 0cm 0cm 0cm 0cm;" width="13"></td></tr><tr style="mso-yfti-irow: 5; height: 12.6pt;"><td rowspan="3" style="width: 91.65pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.6pt;" valign="top" width="122"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> Study programme </span>

</td><td colspan="2" style="width: 129.75pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.6pt;" valign="top" width="173"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">UAS Primary school teacher </span>

</td><td style="width: 53.1pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.6pt;" valign="top" width="71"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">66</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">.</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">11 </span>

</td><td colspan="2" style="width: 49.5pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.6pt;" valign="top" width="66"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">10,13 </span>

</td><td rowspan="3" style="width: 75.6pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.6pt;" valign="top" width="101"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">F= 5.731</span>

<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">df=2; </span>

<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">p&lt; 0.01 </span>

</td><td colspan="2" rowspan="3" style="width: 51.3pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 12.6pt;" valign="top" width="68"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">1-2</span>

<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">1-3 </span>

</td></tr><tr style="mso-yfti-irow: 6; height: 22.5pt;"><td colspan="2" style="width: 129.75pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 22.5pt;" valign="top" width="173"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">UAS Serbian language and literature </span>

</td><td style="width: 53.1pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 22.5pt;" valign="top" width="71"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">70</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">.</span><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">37 </span>

</td><td colspan="2" style="width: 49.5pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 22.5pt;" valign="top" width="66"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">8,5 </span>

</td></tr><tr style="mso-yfti-irow: 7; height: 15.75pt;"><td colspan="2" style="width: 129.75pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.75pt;" valign="top" width="173"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">UAS Pedagogy </span>

</td><td style="width: 53.1pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.75pt;" valign="top" width="71"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">70,92 </span>

</td><td colspan="2" style="width: 49.5pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 15.75pt;" valign="top" width="66"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">8,94 </span>

</td></tr><tr style="mso-yfti-irow: 8; height: 35.05pt;"><td rowspan="2" style="width: 91.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 35.05pt;" valign="top" width="122"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Contribution of studies to acquiring knowledge... </span>

</td><td colspan="2" style="width: 129.75pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 35.05pt;" valign="top" width="173"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Yes </span>

</td><td style="width: 53.1pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 35.05pt;" valign="top" width="71"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">67.81 </span>

</td><td colspan="2" style="width: 49.5pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt; height: 35.05pt;" valign="top" width="66"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">9.99 </span>

</td><td colspan="3" rowspan="2" style="width: 126.9pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 35.05pt;" valign="top" width="169"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">T=-2.608; </span>

<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">df=259; </span>

<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">p&lt;0.01</span>

</td></tr><tr style="mso-yfti-irow: 9; mso-yfti-lastrow: yes; height: 10.8pt;"><td colspan="2" style="width: 129.75pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 10.8pt;" valign="top" width="173"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">No</span>

</td><td style="width: 53.1pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 10.8pt;" valign="top" width="71"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">71.30</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td><td colspan="2" style="width: 49.5pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 10.8pt;" valign="top" width="66"><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">8.19</span><span lang="SK" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr><td style="border: none;" width="122"> </td><td style="border: none;" width="160"> </td><td style="border: none;" width="13"> </td><td style="border: none;" width="71"> </td><td style="border: none;" width="59"> </td><td style="border: none;" width="7"> </td><td style="border: none;" width="101"> </td><td style="border: none;" width="55"> </td><td style="border: none;" width="13"> </td></tr></tbody></table>

<span lang="SK"> </span>

<span lang="SK">The results of the one-way analysis of variance for repeated measurements, shown in Table 7, indicate that there are significant differences in students attitudes based on their year of study (F = 3.978; df = 3; p </span><span lang="SK" style="mso-bidi-font-family: Calibri;">&lt; </span><span lang="SK">0.05) and study program (F = 5.731; df = 2; p </span><span lang="SK" style="mso-bidi-font-family: Calibri;">&lt; </span><span lang="SK">0.01). The results of the independent samples t-test indicate a significant impact of the contribution of the study program to acquiring knowledge about the educational inclusion of migrants/asylum seekers (T = -2.608; df = 259; p </span><span lang="SK" style="mso-bidi-font-family: Calibri;">&lt;</span><span lang="SK"> 0.01) on students attitudes towards the educational inclusion of migrant/asylum seeker students.</span>

<span lang="SK">In terms of study year, subsequent tests revealed significant differences between first- year and third-year students, as well as between first-year and fourth-year students. A trend was observed where first-year students expressed more positive attitudes towards the educational inclusion of migrant/asylum seeker students than their older peers. These differences in their attitudes should be considered in relation to the study program itself and the content of both general academic and professionally applied subjects. Students in the Serbian language and literature and Pedagogy programs generally have more positive attitudes towards the educational inclusion of migrant/asylum seeker students compared to students in the Teacher Education program. Contrary to expectations, students who did not evaluate their studies as significantly contributing to their knowledge about the educational inclusion of migrant students expressed more positive attitudes.</span>

<span lang="SK"> </span>

**<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Discussion</span>**

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">The importance of education and attending school for migrant and refugee children has been documented in numerous studies – in the domain</span> <span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">of academic achievements, language learning, health, socio-emotional well-being, and fostering a sense of identity (Burrone, D’Costa &amp; Holmqvist, 2018</span><span lang="EN-US">; </span><span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Mock-Muñoz de Luna et al., 2020). Exercising the right to education is crucial for their overall development, social participation, and the realization of other rights in the areas of health and social protection. By ensuring the right to education and equal access to quality education, educational inclusion can improve attitudes among students and school staff, mutual interaction and communication, as well as educational outcomes for all students. Educational policies, including laws and strategies, aim to enhance the integration of migrant and asylum</span> <span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">seeker students into education and find solutions to the problems and barriers migrants face. However, these policies often fail to consider significant practical realities that play a key role in the integration process (Taylor et al., 2023).</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Taking these insights into account, it is necessary to place the results of this research within the broader context of related studies in the field of educational inclusion and migration, with a focus on the attitudes of future educators and teachers, as well as the specifics of the educational system in the context of migration and the concept of teacher professional development.</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Teacher professional development that includes training on intercultural competencies and teaching strategies for inclusion in a multicultural classroom can improve educators attitudes toward the inclusion of migrant students (Rissanen, Kuusisto &amp; Kuusisto, 2016). Migration trends, as well as the demands of modern pedagogical practice, increase the need for educator training and professional development, as "teaching now requires knowledge and understanding of students’ diverse backgrounds" (Taylor et al., 2023, p. 1). Furthermore, even highly internationally recognized teacher education programs are not sufficiently designed to help future teachers develop the skills and competencies needed to work in multicultural environments (Biasutti et al., 2021; Taylor et al., 2023), and opportunities for professional development and further training related to working with immigrant students are often lacking (Alisaari et al., 2019; Sinkkonen &amp; Kyttälä, 2014). </span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">In the small number of studies conducted to examine teachers attitudes toward the inclusion of migrants and refugees, mostly positive attitudes have been found (Prentice, 2023), which is also confirmed by the results of this research. One study (Prentice, 2023) discovered that educators have relatively positive attitudes toward refugee students, and their previous experiences were associated with positive attitudes. Other authors reached similar conclusions, i.e., teachers with experience teaching refugee students express more positive attitudes regarding interactions with them (Sağlam and Kanbur, 2017). Rissanen, Kuusisto, and Tirri (2015) discovered that primary education teachers in Finland who had more interactions with diverse cultures had more positive attitudes toward Muslim students. Additionally, Glock, Kovacs and Pit-Ten Cate (2019) found that <span style="mso-spacerun: yes;"> </span>preservice teachers have more negative implicit biases toward students from ethnic minorities than in-service</span> <span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">teachers with experience in different schools. A positive correlation was also found between teachers inclusive beliefs about migration and their attitudes toward the educational rights of immigrant students (McCorkle, 2019). Despite the positive attitudes of current and future educators toward the educational inclusion of migrant, refugee, and asylum seeker students, the results of the study by Sağlam and Kanbur (2017) indicate that teachers do not feel sufficiently competent to teach refugee students and that the curriculum and the created educational environment are not adapted to the needs of these children.</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">A more comprehensive understanding of the intensity and structure of students **<span style="mso-spacerun: yes;"> </span>**attitudes toward the inclusion of immigrant and asylum seeker students in the educational system requires considering the specifics of the educational system in Serbia in the context of educational policy measures for students with different migration statuses, as well as the direct practice. Educational policy measures (*Law on the Foundations of the Education System*, 2017; Professional Instructions, 2017;</span><span lang="SR-LATN-RS" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; color: black; mso-ansi-language: SR-LATN-RS;"> Ministarstvo prosvete, nauke i tehnološkog razvoja Republike Srbije, 2017</span><span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">) foresee teacher training, support programs at the institutional level, and language support for students, as the language of instruction and education is crucial for their academic success, well-being, and overall development. To improve the integration of migrant and asylum-seeking students into current educational practice, it is essential to focus on addressing language and institutional barriers, providing training for teachers and students in cultural sensitivity, and creating more opportunities for intercultural interactions. This practice-based approach can lead to the development of a more inclusive and cohesive educational system that is socially relevant for both immigrant and local students.</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;"> </span>

**<span lang="EN-US" style="font-family: 'Calibri',sans-serif;">Conclusions</span>**

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">The results show that most future educators have moderately positive attitudes toward the inclusion of migrant and asylum seeker students in the education system of Serbia. The structure of their attitudes can be examined through three factors: the importance of inclusion and social participation, resources for supporting inclusion, and barriers to inclusion. The importance of inclusion and social participation is the most significant factor in shaping students’ attitudes toward the inclusion of migrant and asylum seeker students, followed by resources for supporting inclusion, and finally, barriers to inclusion. Together, these factors contribute to understanding students’ attitudes toward educational inclusion, with the first two factors having the greatest impact. </span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">The dominant factor focuses on the value of inclusion and social participation, reflecting the attitudes of future educators that inclusion is important for ensuring equal rights for all, talents and interests, social development, cultural understanding, etc. The second factor emphasizes the importance of various resources, such as peer acceptance, systemic support, cooperation with the families of migrant/asylum-seeker students, institutional readiness, and similar factors. The last factor focuses on various barriers and obstacles to the development of inclusion in schools (e.g., cultural differences, inadequate resources, and institutional barriers) that should be prevented or, at least, whose impact should be reduced. Although students perceive the lack of support (e.g., staff-related, material and institutional conditions) as a significant challenge in implementing educational inclusion for migrant and asylum seeker students, they are less uniform when it comes to different models of their education, i.e., integration into regular classrooms, special classrooms within schools, or reception centers. The lower variance explained by the factor related to barriers in the development of inclusion suggests that students attitudes toward the inclusion of migrant and asylum seeker students are multi-component, and that barriers represent only a smaller part of their combination. Additionally, one of the key conclusions is that students attitudes toward the inclusion of migrant and asylum seeker students in the Serbian educational system vary depending on the year of study, study program, and how they assess the contribution of their studies to acquiring the necessary knowledge for the inclusion of migrants. Students attitudes toward this important educational issue are largely shaped by various combinations of personal and social factors, with pedagogical characteristics of the respondents occupying a particularly important place.</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Based on the results obtained, certain recommendations can be made for both teaching practice and future research. Regarding immediate practice, there is a recognized need to innovate study programs at pedagogical and teacher education faculties, with a greater emphasis on professional and applied courses aimed at acquiring knowledge and developing competencies for future work with migrant and asylum seeker students. A better understanding of future educators attitudes toward the educational inclusion of migrant and asylum seeker students, as well as the specific factors that determine their attitudes, can help more carefully design study programs for teacher, educator, and guidance counselor training, aiming to improve not only the goals and outcomes of study programs and course content but also the practical experiences of future educators. By developing curricula that focus on intercultural teaching competencies (Biasutti et al., 2021) and practical training for future educators, students gain a deeper understanding of the importance of inclusion and their professional role in the educational system, especially in the context of contemporary migration trends.</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Further research could focus on qualitative analysis to examine students attitudes at different levels of study and how study programs can enhance their competencies, motivation, and readiness to work with migrant and refugee students. Since students’ attitudes in this study were understood to include only the cognitive component—i.e., their knowledge and beliefs about educational inclusion—it is also important to investigate the affective and conative aspects of their attitudes, as well as the influence of other potential variables (e.g., previous experience interacting with migrants, type and status of the course, etc.). Given that the sample of respondents was not representative, it is necessary to expand the research to include other students from related faculties across the country, as well as current educators (class teachers, Serbian language teachers, pedagogues) in schools with and without experience working with migrant and asylum seeker students.</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;"> </span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;"> </span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;"> </span>

**<span lang="EN-US" style="font-family: 'Calibri',sans-serif;">References</span>**

**<span lang="EN-US" style="font-family: 'Calibri',sans-serif;"><span style="mso-spacerun: yes;"> </span></span>**<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Abacioglu, C. S, Fischer, A. H., &amp; Volman, M. (2022). Professional development in multicultural education: What can we learn from the Australian context? *<span style="color: black;">[<span class="anchor-text"><span style="color: black; text-decoration: none; text-underline: none;">Teaching and Teacher Education</span></span>](https://www.sciencedirect.com/journal/teaching-and-teacher-education "Go to Teaching and Teacher Education on ScienceDirect")</span>*<span style="color: black;">, [<span class="anchor-text"><span style="color: black; text-decoration: none; text-underline: none;">114</span></span>](https://www.sciencedirect.com/journal/teaching-and-teacher-education/vol/114/suppl/C "Go to table of contents for this volume/issue"): 103701. </span>[<span class="anchor-text">https://doi.org/10.1016/j.tate.2022.103701</span>](https://doi.org/10.1016/j.tate.2022.103701 "Persistent link using digital object identifier")</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; color: black;">Alisaari, J., <span class="text">Heikkola</span>, L.M., <span class="text">Commins</span>, N.,<span class="given-name">.</span> <span class="text">Acquah, E. O. </span>(2019). <span class="title-text">Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity. </span>*[<span class="anchor-text"><span style="color: black; text-decoration: none; text-underline: none;">Teaching and Teacher Education</span></span>](https://www.sciencedirect.com/journal/teaching-and-teacher-education "Go to Teaching and Teacher Education on ScienceDirect")**,***</span> <span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; color: black;">80, 48-58.</span>**<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;"> *<span style="color: black;"><span style="mso-spacerun: yes;"> </span></span>*</span>**<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">[<span class="anchor-text">https://doi.org/10.1016/j.tate.2019.01.003</span>](https://doi.org/10.1016/j.tate.2019.01.003 "Persistent link using digital object identifier")</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Biasutti, M., Concina, E., Frate, S., &amp; Delen, I. (2021). Teacher Professional Development: Experiences in an International Project on Intercultural Education. *<span style="font-family: 'Calibri',sans-serif;">Sustainability</span>*, *<span style="font-family: 'Calibri',sans-serif;">13</span>*(8), 4171. [https://doi.org/10.3390/su13084171](https://doi.org/10.3390/su13084171)</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Booth, T., &amp; Ainscow, M. (2011). *Index for inclusion: developing learning and participation in schools.* New Redland Building, Coldharbour Lane, Frenchay, Bristol: Centre for Studies on Inclusive Education (CSIE).</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Burrone, S.,<span style="mso-spacerun: yes;"> </span>D’Costa, B., &amp; Holmqvist, G. <span style="mso-spacerun: yes;"> </span>(2018). *Child-related Concerns and Migration Decisions: Evidence from the Gallup World Poll*, Innocenti Working Papers no. 2018-17, UNICEF. </span>

<span style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Council of Europe (1952). *Protocol to the Convention for the Protection of Human Rights and Fundamental Freedoms as amended by Protocol No. 11*. Paris. </span><span style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;"><span style="mso-spacerun: yes;"> </span><span lang="EN-US">Retrived February 20, 2024 from</span></span> <span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; color: black;">available at: </span><span style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-ansi-language: HR; mso-bidi-font-weight: bold;">[https://rm.coe.int/168006377](https://rm.coe.int/168006377)</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Council of the European Communities (1977).<span style="mso-spacerun: yes;"> </span>Council Directive of 25 July 1977 on the education of the children of migrant workers. In *Official Journal of the European Communities* (77/486/EEC). *<span style="font-family: 'Calibri',sans-serif; font-style: normal; mso-bidi-font-style: italic;">p. 32-33</span><span style="font-family: 'Calibri',sans-serif;">. </span>*Retrived February 20, 2024 from<span style="color: black;">: </span>[http://data.europa.eu/eli/dir/1977/486/oj](http://data.europa.eu/eli/dir/1977/486/oj "Gives access to this document through its ELI URI.")</span>

<span lang="SR-LATN-RS" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: SR-LATN-RS;">Đorđević, I., Šantić, D., i Živković, Lj. (2018). Deca migranti u školama u Srbiji – barijera ili izazov za novi početak. *Demografija*, *15*, 73-92. [https://10.5937/demografija1815073D](https://10.5937/demografija1815073D)</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">European Commission (2005). Common Framework for Integration: Common Basic Principles for Immigrant Integration Policy in the European Union, COM 389. Brussels: European Commission, p.10. Retrived February 20, 2024 from: [https://migrant-integration.ec.europa.eu/library-document/common-basic-principles-immigrant-integration-policy-eu\_en](https://migrant-integration.ec.europa.eu/library-document/common-basic-principles-immigrant-integration-policy-eu_en)</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">European Union (2012). Charter of Fundamental Rights of the European Union. In *Official Journal of the European Union C326/02* (Vol. 53, p. 380). European Union. Retrived February 20, 2024 from: [https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3AC2012%2F326%2F02](https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3AC2012%2F326%2F02)</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Glock, S., Kovacs, C., &amp; Pit-Ten Cate, I. (2019). Teachers' attitudes towards ethnic minority students: Effects of schools' cultural diversity. *The British journal of educational psychology*, *89*(4), 616–634. [https://doi.org/10.1111/bjep.12248](https://doi.org/10.1111/bjep.12248)</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">McCorkle, T., (2019). *Culturally Responsive Training for Secondary English Language Teachers*. Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 127. [https://digitalcommons.acu.edu/etd/127](https://digitalcommons.acu.edu/etd/127)</span>

<span lang="EN-US" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif;">Ministry of Education, Science and Technological Development of the Republic of Serbia <span style="color: black;">(2017). *Stručno uputstvo za uključivanje učenika izbeglica/tražilaca azila u sistem obrazovanja i vaspitanja* \[</span>Professional Instructions on the Inclusion of *Refugee*/Asylum Seeker Students in the Education System<span style="color: black;">\]. Beograd. dostupno na: </span><span style="color: blue;">http://www.mpn.gov.rs/wp-content/uploads/2017/06/ STRUCNO-UPUTSTVO.pdf</span></span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Ministry of Education, Science and Technological Development of the Republic of Serbia</span><span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> (18.12.2023).<span style="mso-spacerun: yes;"> </span></span>*<span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">Међународни</span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">дан</span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">миграната</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> – </span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">Србија</span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">примењује</span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">добру</span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">праксу</span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">инклузије</span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">ученика</span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">миграната</span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">и</span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">тражиалца</span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="RU" style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: RU;">азила</span>*<span lang="RU" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: SR-LATN-RS;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">\[<span style="mso-bidi-font-style: italic;">International Migrants Day – Serbia applies good practices of inclusion for migrant students and asylum seekers*\].* Beograd: *MPNTR.* </span></span><span lang="SK" style="mso-bidi-font-family: Calibri;">Retrived February 20, 2024 from:</span><span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">[https://prosveta.gov.rs/vesti/medjunarodni-dan-migranata-srbija-primenjuje-dobru-praksu-inkluzije-ucenika-migranata-i-trazialca-azila/](https://prosveta.gov.rs/vesti/medjunarodni-dan-migranata-srbija-primenjuje-dobru-praksu-inkluzije-ucenika-migranata-i-trazialca-azila/)</span>

<span lang="SK">Mock-Muñoz de Luna, C., Granberg, A., Krasnik, A., &amp; Vitus, K. (2020). Towards more equitable education: <span style="mso-bidi-font-style: italic;">meeting health and wellbeing needs of newly arrived migrant and refugee children-perspectives from educators in Denmark and Sweden</span>. *International journal of qualitative studies on health and well-being*, *15*(sup2), 1773207. [https://doi.org/10.1080/17482631.2020.1773207](https://doi.org/10.1080/17482631.2020.1773207)</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Pantić, N. (ed). (2008). *Tuning Teacher Education Curricula in the Western Balkans*. Belgrade: Centre for Education Policy.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Prentice, C. M. (2023). Educators’ attitudes towards refugee pupils: intergroup contact and virtuous circles. *Intercultural Education*, *34*(6), 590–611. [https://doi.org/10.1080/14675986.2023.2265305](https://doi.org/10.1080/14675986.2023.2265305)</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Rissanen, I., Kuusisto, E., &amp; Tirri, K. (2015). Finnish Teachers’ Attitudes to Muslim Students  
and Muslim Student Integration. *Journal for the Scientific Study of Religion*, *54*(2), 277–290.  
[https://doi.org/10.1111/jssr.12190](https://doi.org/10.1111/jssr.12190)</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Rissanen, I., Kuusisto, E., &amp; Kuusisto, A. (2016). Developing Teachers‘ Intercultural Sensitivity:  
Case Study on a Pilot Course in Finnish Teacher Education. *Teaching and Teacher Education*  
59: 446–456. [https://doi.org/10.1016/j.tate.2016.07.018](https://doi.org/10.1016/j.tate.2016.07.018)</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Sağlam, H. İ. and Kanbur, N. I. (2017). Sınıf Öğretmenlerinin Mülteci Öğrencilere Yönelik Tutumlarının Çeşitli Değişkenler Açısından İncelenmesi \[Investigation attitudes towards refugee students of class teachers' in terms of several variables\]. *Sakarya University Journal of Education*, *7*(2), 310-323. [http://10.19126/suje.335877](http://10.19126/suje.335877)</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Sinkkonen, H. M., &amp; Kyttälä, M. (2014). Experiences of Finnish teachers working with immigrant students. *European Journal of Special Needs Education*, *29*(2), 167e183. [https://doi.org/10.1080/08856257.2014.891719](https://doi.org/10.1080/08856257.2014.891719)</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Taylor, B. B., Wingren, M., Bengs, A., Katz, H., &amp; Acquah, E. (2023). Educators’ perspectives related to preparatory education and integration training for immigrants in Finland. Teaching and teacher Education, *128*, 104129. </span><span lang="SK">[<span class="anchor-text">https://doi.org/10.1016/j.tate.2023.104129</span>](https://doi.org/10.1016/j.tate.2023.104129 "Persistent link using digital object identifier")</span>

<span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">United Nations (1948). *Universal Declaration of Human Rights*., доступно на: </span><span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: blue; mso-ansi-language: EN-US;">[https://www.un.org/en/universal-declaration-human-rights/](https://www.un.org/en/universal-declaration-human-rights/)</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">United Nations</span><span lang="SK" style="font-size: 6.5pt; font-family: 'Arial',sans-serif;"> </span><span lang="SK" style="mso-bidi-font-family: Calibri;">(</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">1951). *Convention relating to the Status of Refugees*. Treaty Series , vol. 189, p. 137.</span> <span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Geneva. </span><span lang="SK" style="mso-bidi-font-family: Calibri;">Retrived February 20, 2024 from:</span><span lang="SK" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">[https://www.unhcr.org/il/wp-content/uploads/sites/6/2020/12/States-parties-including-reservations-and-declarations-to-the-1951-Refugee-Convention.pdf](https://www.unhcr.org/il/wp-content/uploads/sites/6/2020/12/States-parties-including-reservations-and-declarations-to-the-1951-Refugee-Convention.pdf)</span>

<span lang="SK">United Nations (1966). International Covenant on Economic, Social, and Cultural Rights. *Treaty Series*, *999*, 171. Retrived April 11, 2024 from: [https://treaties.un.org/pages/ViewDetails.aspx?src=TREATY&amp;mtdsg\_no=IV-3&amp;chapter=4&amp;clang=\_en](https://treaties.un.org/pages/ViewDetails.aspx?src=TREATY&mtdsg_no=IV-3&chapter=4&clang=_en)</span>

<span lang="SK">United Nations (1966). International Convention on the Elimination of All Forms of Racial Discrimination. *Treaty Series*, *660*, 195.</span><span lang="SK" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;"> </span><span lang="SK" style="mso-bidi-font-family: Calibri;">Retrived February 20, 2024 from</span><span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">:</span> <span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">[https://treaties.un.org/pages/viewdetails.aspx?src=treaty&amp;mtdsg\_no=iv-2&amp;chapter=4&amp;clang=\_en](https://treaties.un.org/pages/viewdetails.aspx?src=treaty&mtdsg_no=iv-2&chapter=4&clang=_en)</span>

<span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">United Nations (1989). *Convention on the Rights of the Child*. </span><span lang="SK" style="mso-bidi-font-family: Calibri;">Retrived February 20, 2024 from</span><span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">: </span><span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: blue; mso-ansi-language: EN-US;">[https://treaties.un.org/Pages/ViewDetails.aspx?src=TREATY&amp;mtdsg\_no=IV-11&amp;chapter=4&amp;lang=en](https://treaties.un.org/Pages/ViewDetails.aspx?src=TREATY&mtdsg_no=IV-11&chapter=4&lang=en)</span>

<span lang="SK">United Nations</span><span lang="SK" style="mso-bidi-font-family: Calibri;"> (2015). *Transforming Our World: The 2030 Agenda for Sustainable Development. Resolution Adopted* by the General Assembly on 25 September 2015, 42809, 1-13.   
Retrived February 20, 2024 from</span><span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">: </span><span lang="SK" style="mso-bidi-font-family: Calibri;">[https://doi.org/10.1007/s13398-014-0173-7.2](https://doi.org/10.1007/s13398-014-0173-7.2)</span>

<span lang="SK">United Nations (2024). *Refugee Education: Five Years On From The Launch Of The 2030 Refugee Education Strategy*. </span><span lang="SK" style="mso-bidi-font-family: Calibri;">Retrived February 20, 2024 from</span><span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">: </span><span lang="SK">[https://www.acnur.org/es-es/sites/es-es/files/2024-09/refugee-education-report-2024.pdf](https://www.acnur.org/es-es/sites/es-es/files/2024-09/refugee-education-report-2024.pdf)</span>

<span lang="SK" style="mso-bidi-font-family: Calibri; color: black;">[<span style="color: black;">UNHCR, United Nations High Commissioner for Refugees</span>](https://resourcecentre.savethechildren.net/publisher/unhcr-united-nations-high-commissioner-for-refugees/) (2019). *Refugee Education 2030: A strategy for refugee inclusion.* Retrieved April 11, 2024 from [https://resourcecentre.savethechildren.net/document/refugee-education-2030-strategy-refugee-inclusion/](https://resourcecentre.savethechildren.net/document/refugee-education-2030-strategy-refugee-inclusion/)</span>

*<span lang="SR-LATN-RS" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: SR-LATN-RS;">Ustav Republike Srbije \[</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Constitution of the Republic of Serbia\]</span>*<span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">, Službeni glasnik RS, br. 98/2006. </span>

*<span lang="SR-LATN-RS" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: SR-LATN-RS;">Zakon o osnovama sistema obrazovanja i vaspitanja \[</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Law</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: SR-LATN-RS;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">on</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: SR-LATN-RS;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">the</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: SR-LATN-RS;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Foundations</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: SR-LATN-RS;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">of</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: SR-LATN-RS;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">the</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: SR-LATN-RS;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Education</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: SR-LATN-RS;"> </span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">System</span><span lang="SR-LATN-RS" style="mso-bidi-font-family: Calibri; mso-ansi-language: SR-LATN-RS;">\]</span>*<span lang="SR-LATN-RS" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: SR-LATN-RS;">, </span><span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">Službeni glasnik RS, br</span><span lang="SR-LATN-RS" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: SR-LATN-RS;">. 10/2017.</span>

*<span lang="SR-LATN-RS" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: SR-LATN-RS;">Zakon o azilu i privremenoj zaštiti \[</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Law on Asylum and Temporary Protection\]</span>*<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">, </span><span lang="EN-US" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;">Službeni glasnik RS, br.24/2018.</span>

<div id="bkmrk--5" style="mso-element: footnote-list;"><div id="bkmrk--6" style="mso-element: footnote;"></div></div><table border="0" id="bkmrk-2nd-international-sc" style="width: 100%;"><tbody><tr><td class="align-right" style="width: 34.7886%;">  
[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr></tbody></table>

<table border="1" id="bkmrk-the-role-of-digital-" style="width: 100.119048%;"><tbody><tr><td style="width: 100%;">## **<span lang="SK">Stavovi studenata prema inkluziji učenika migranata i tražitelja azila u obrazovni sistem Srbije</span>**


</td></tr></tbody></table>

<table border="0" id="bkmrk-abstract-keywords-%C2%A0"><tbody><tr><td>##### **Sažetak**

</td></tr><tr><td style="text-align: justify;">
<span lang="SK" style="color: black; background: white;">Važan aspekt migracijske i useljeničke politike u EU i izvan njezinih granica je uključivanje učenika migranata i tražitelja azila u obrazovni sustav zemalja domaćina. Dosadašnja istraživanja potvrđuju važnost uključivanja učenika migranata i tražitelja azila u škole jer se time poštuju njihova prava, poboljšava njihov položaj u društvu i mogućnost kasnijeg uspješnog sudjelovanja u društvu. Polazeći od obrazovne politike prema djeci migrantima i tražiteljima azila u EU i Srbiji te koncepta inkluzivne škole, provedeno je istraživanje s ciljem ispitivanja stavova studenta prema inkluziji učenika migranata i tražitelja azila u obrazovni sustav Srbije. Primijenjena je deskriptivno-neeksperimentalna metoda, tehnika anketiranja, a posebno su konstruirana dva istraživačka instrumenta. Uzorak je obuhvatio studente </span><span lang="SK">fakulteta za obrazovanje učitelja, nastavnika i pedagoga <span style="color: black; background: white;">(N=261) sa pet sveučilišta u Srbiji. Rezultati pokazuju da većina studenata ima umjereno pozitivne stavove prema inkluziji studenata migranata i tražitelja azila u obrazovni sustav, a strukturu njihovih stavova možemo sagledati kroz tri čimbenika: važnost inkluzije i društvene participacije, resurse za podršku inkluziji i prepreke za inkluziji. S obzirom na dobivene rezultate, prepoznaje se potreba za inoviranjem studijskih programa na pedagoškim i nastavničkim fakultetima te za većom zastupljenošću stručno-aplikativnih predmeta u funkciji stjecanja znanja i razvijanja kompetencija za budući rad sa učenicima migrantima i tražiteljima azila. </span></span>

<span lang="EN-GB"> </span>

  
</td></tr><tr><td>***Ključne riječi:***

</td></tr><tr><td><span lang="SK">faktorska analiza; nastavnički i pedagoški fakulteti; inkluzivna škola; migracije; stavovi studenata prema inkluziji</span>

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# Odgoj, škola i tradicijsko mišljenje

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.7178%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.1554%; height: 115.15px;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 99.8732%; height: 106.9px;">##### **Mile Silov**

*Učiteljski fakultet Sveučilišta u Zagrebu, Hrvatska*

*mile.silov@ufzg.hr*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 46.0545%;">**Sekcija - Odgoj i obrazovanje za socijalnu i kulturnu raznolikost**</td><td class="align-center" style="width: 16.3411%;">**Broj rada: 28**</td><td style="width: 37.5805%;">**Kategorija članka: Pregledni rad**

</td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 388.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Sažetak**

</td></tr><tr style="height: 264.8px;"><td style="text-align: justify; width: 99.9048%; height: 264.8px;">Autor razmatra odgoj i školu u kontekstu tradicije i tradicijskog mišljenja. Tradicija i njeni pojavni oblici bitna su odrednica tradicijskog mišljenja. Strukturu tradicijskog mišljenja temeljito je razradila Rihtman-Auguštin (1984). Važno je na suvremen način izvesti terminološku i semantičku analizu pojmova: nacija, narod, tradicija, tradicijska kultura, tradicijsko mišljenje, tradicionalan odgoj, narodna pedagogija, folk pedagogija, muzejska pedagogija i etnopedagogija. Kako tradicijsko mišljenje razmatra odnose: tradicija, inovacija i reforma; tradicija i vrednote, te smisao tradicije danas? Tradicijsko mišljenje kao mogućnost za kritiku školskih reformi.

Svrha rada je analiza odnosa odgoj i škola prema tradicijskoj kulturi i tradicijskom mišljenju. Od općih metoda istraživanja koristili smo deskriptivnu i kauzalnu metodu, te od posebnih metodu hermeneutike i pedagošku kritiku. Autor je analizirao odnos kulture, etnologije, znanstvene pedagogije i obilježja narodne pedagogije. Basariček (1893) je pojam odgoj definirao u skladu s odredbama narodne pedagogije: „Kakav će biti odgoj, najviše o tome odlučuju: vjera, običaji, uredbe i duh naroda“. Antun i Stjepan Radić ističu važnost tradicijske kulture i narodne pedagogije u životu čovjeka i društva. Od sredine 20. stoljeća javlja se termin etnopedagogija (Volkov; Tufekčić, 2012). Biblijsko nasljeđe bitno je utjecalo na hrvatsku tradicijsku kulturu (Botica, 2011). Vrijednost naše tradicijske kulture poznata je u Europi i ostatku svijeta. Autor analizira i primjere dobre prakse: tradicijska kultura u hrvatskom društvu i školskom sustavu.

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Ključne riječi:***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">Odgoj, škola; tradicija; tradicijska kultura; tradicijsko mišljenje

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**<span style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Uvodna misao</span>**

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Prosvjetiteljstvo je najavilo moć razuma, a moderna kraj tradicijskog mišljenja. Danas prevladava shvaćanje da tradicija i suvremenost ne moraju biti u proturječnosti. Tradicija prethodi suvremenom, ali i suvremeno će postati tradicija, ako vrijeme koje dolazi potvrdi smisao tradicije. Jovanović (2009, str. 100) pojam tradicija izvodi iz latinskog glagola trado, tradere, što znači „predati, dati, davati dalje, predati u ruke“, dok imenica traditio ima značenje „predanje vezano za usmenu tradiciju pripovijedanja, običajnu praksu, vjerovanje u životne obrasce“. Odrednice tradicije su: prenošenje, pamćenje, sjećanje. Sve navedeno integrira „sustave znanja, vrijednosti, vjerovanja i oblike ponašanja te materijalne objekte i društvene institucije“ (Spajić-Vrkaš i sur., 2001, str. 589). Uz termin tradicija često se koristi i termin baština. Jakovljević (2019, str. 85-98) je odgovorio na pitanja o tradicijama filozofsko-sociološkim esejom u kojem kombinira fenomenološku deskripciju, definiranja i znanstvenog tumačenja. Autorovo teorijsko polazište je društveno-znanstveno tumačenje fenomena tradicije. Osnovna hipoteza glasi: Kontingencija je svojstven izvor tradicija. Jakovljević (2019) je proveo istraživanje u tri etape: formuliranje definicije tradicije i eksplikacija njenih komponenti; specifikacija društveno značajne uloge tradicije i odnos tradicije prema kulturnom pluralizmu, oblicima i metodama održavanja tradicija i odnos prema tradicijama. Jakovljević (2019, str. 85) je izveo osnovni zaključak: zagovara čovjekov odnos prema tradiciji kao praksi reformističkog tradicionalizma u odnosu na „konzervativizam i revolucionarno dekonstruiranje tradicije“. Točnije, autor podržava racionalnu teoriju tradicije prema Karlu Popperu (2009). Tradicija ne može izbjeći promjenu kao bitno obilježje vremena u kojem živimo. Jovanović (2009, str 99) smatra da tradiciju zbog „sporog ritma promjena“ shvaćamo „kao kulturnu nepromjenjivost zbog čega i ima neuništiv status u zajednici“. Čovjek pojedinac napušta određenu tradiciju kada izgubi smisao za njegov svakodnevni život. Sudbina tradicije posebno zavisi od društvenih promjena i kriznih stanja koji dovode u pitanje kulturni kontinuitet zajednice kojim ona potvrđuje svoj identitet (Baloban, 2005 ). Odrednice tradicije prema Shilsu (1981) odnose se na materijalne predmete; način mišljenja; znanje, vrednote i sl. Originalnost Shilsova (1981) shvaćanja tradicije prepoznaje se u tvrdnji da je i moderna kultura tradicijska jer se zasniva, kao i ostale vrste kulture, na prenošenju, razumijevanju i stjecanju znanja koja se nasljeđuju iz prošlosti. Iako su sve kulture tradicijske, razlika se očituje u odnosu prema tradiciji. Temeljna razlika između tradicionalne i moderne kulture je u kriteriju: kojim sredstvima se prenosi tradicija. U tradicionalnoj kulturi sredstvo prenošenja je pretežito usmena komunikacija, dok je u modernoj kulturi pismena, naročito medijska komunikacija. Jovanović (2009, str. 102) naglašava da je moderno značenje tradicije aktualiziralo recepcijski značaj predaje: „Tradicija nije samo ono što se predaje i nasljeđuje, već i ono što se stvara, što se odabire i uzima za svoje nasljeđe“. Mišić (2000), Jurić (2024) i Jukić (1996) pišu o tradiciji u kontekstu Krist – Objava – Apostoli – Crkveni oci. Naime, „u kršćanskom teološkom rječniku tradicija označuje prenošenje Objave od Krista na apostole i sljedeće generacije u kojoj posebno važnu ulogu imaju crkveni oci“ (Mišić, 2000, str. 266). Jurić (2024) razmatra kako tradicija može biti nauštrb Duha (2 KOR 3,17). Nije upitan „naglasak na tradiciji u Crkvi, nego kada ona zauzme mjesto Duha“. (Jukić, 1996, str. 59) konstatira da „u tradiciji religija igra ulogu nositeljice smisla i značenja, s kojima se čovjek bori protiv općeg nereda i kaosa“. Kulturološka bit tradicije je u prenošenju znanja, kulturnih postignuća, vrednota i spoznaja na generacije koje dolaze.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Prosvjetiteljstvo ističe smisao razuma, analize i individualizma nasuprot sintezi vjere, tradicije i autoriteta. U zapadnoeuropskoj kulturi tradicija je trebala ustupiti mjesto razumu i znanosti. Pobuna protiv tradicije imala je korijen u francuskoj buržoaskoj revoluciji. Prema Radojčiću (2009), filozof H. G. Gadamer pozitivno vrednuje pojmovni par autoritet i tradicija na osnovama hermeneutike. Kada piše o autoritetu, Gadamer prije svega misli na autoritet ličnosti, a ne autoritet društvenih formi. Odbacuje shvaćanje tradicije prema filozofiji prosvjetiteljstva. Zato posebnu pozornost pridaje tradiciji kao autoritetu posebne vrste. Gadamer je inspiriran filozofijom M. Heideggera koja čovjekovo mjesto „biti-u-svijetu“ objašnjava u smislu njegove prošlosti, sadašnjosti i budućnosti (Oslić, 2002).</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;"> </span>

**<span style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Struktura tradicijskog mišljenja</span>**

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Rihtman-Auguštin (1984, str. 7) postavlja pitanje: „Kakav je odnos nas, naše situacije i naše misli prema tradiciji i tradicijskom mišljenju“? Autorica je konstruirala teorijsko-metodološki okvir u koji je situirala tradiciju i tradicijsko mišljenje. Tražila je odgovor na tri pitanja. Prvo, kakav je odnos između istraživanja tradicijskih zajednica i istraživanja suvremenih društava? Drugo, kakav je odnos povijesti i sadašnjosti? Treće, što znači struktura ljudske prakse? Uvjet za postavljanje hipoteze o strukturi tradicijskog mišljenja, prema Rihtman-Auguštin (1984, str 9) je istraživanje „zapisa o kulturi prošlih vremena, i to o kulturi seljačkih zajednica u Hrvatskoj“. Tradicijsko mišljenje ne završava s prošlim događajima, vremenima, jer ta vrsta mišljenja može trajati u sadašnjosti i imati značenje za budućnost. Rihtman-Auguštin (1984) dolazi do sličnih spoznaja o tradiciji kao i američki sociolog Shils (1981). Dakle, kultura je način života, način mišljenja i način ponašanja, akcija. Za nas je tradicijsko mišljenje posebna vrsta mišljenja kojim čovjek razmatra svoj odnos prema tradiciji i njenim osnovnim pojavnim oblicima, materijalnoj i nematerijalnoj kulturi, posebno tradicijskoj kulturi, što integrira i čovjekov odnos prema smislu tradicije u prošlosti, sadašnjosti i budućnosti i valorizaciju tradicijske kulture u životu čovjeka i društva. Frangeš (Čimbur, 1962, str. 343) konstatira da tradicija i sutrašnjica nisu pojmovi koji se isključuju: „Živa je ona tradicija koja hoće da ide pod ruku sa sutrašnjicom“. U svrhu cjelovite rasprave o tradiciji i tradicijskom mišljenju u sustavu odgoja i obrazovanja definirat ćemo teorijski i metodološki okvir istraživanja.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;"> </span>

**<span style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Teorijsko-metodološki okvir istraživanja</span>**

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Rasprava o odgoju, školi i tradicijskom mišljenje ima teorijski i metodološki pristup. Odredit ćemo problem, svrhu i cilj, hipotezu i metode istraživanja.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Problem istraživanja: Mogu li odgoj i škola biti predmet znanstvene i stručne analize s motrišta tradicije i tradicijskog mišljenja?</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Svrha i cilj rada: Razmatrati odnos između odgoja i škole u kontekstu tradicije i tradicijskog mišljenja, kao posebne vrste čovjekova odnosa prema sebi, prirodi, kulturi i umjetnosti, odnosno prema prošlosti, sadašnjosti i budućnosti.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Hipoteza: Tradicijsko mišljenje ima specifičnu strukturu i kao takvo može korespondirati s obilježjima suvremenosti. Odgoj i škola mogu posredovati tradicijsku kulturu i tradicijsko mišljenje.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Metode: Od općih metoda istraživanja primijenili smo deskriptivnu i kauzalnu metodu, a od posebnih metodu hermeneutike i pedagošku kritiku.</span>

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**<span style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Pedagogija, tradicija i tradicijsko mišljenje</span>**<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Basariček (1893) u udžbeniku Povijest pedagogije definira odgoj pomoću važnih odrednica tradicije: „Kakav će biti odgoj, najviše o tome odlučuju: vjera, običaji, uredbe i duh naroda“. Naime, „svaki naime narod gleda, da mu mladež zavoli vjeru i običaje praotaca, da prione uz domaće uredbe i da se zadoji narodnim duhom“ (Basariček, 1893, str. 1). Basariček (1893) slijedi teorijski i metodički koncept narodne pedagogije u kojoj se naglašava značenje „duha naroda“ u odgoju, obrazovanju i školi. Takva shvaćanja odgoja i obrazovanja prepoznajemo u pedagogiji L. N. Tolstoja, Antuna i Stjepana Radić, Miodragovića (1914), Demarina (1939), <span style="color: black; mso-themecolor: text1;">Mladenovića (1936),</span> Tiljka (1933) i drugih. Mladenović (1936, str. 78) školu shvaća kao „rasadnik kulturnih dobara koja se nalaze u narodnoj zajednici na datom stupnju razvitka“. Srpski pedagog konstatira da se u nerazvijenim („primitivnim zajednicama“) društvima kulturna dobra „održavaju i rasprostiru bez škole“; „bez organizirane akcije“, slobodno… (str. 79); „od usta do usta, od pokoljenja na pokoljenja<span style="color: red;"> </span>i održavaju se kao tradicija“ (isto, str. 79). Mladenović (1936, 80) navodi sredstva širenja kulturnih dobara za „postanak i unapređivanje kulture“: narodne pjesme, priče, zagonetke, pitalice, mitove i legende drugih naroda i ulogu naprednih pojedinaca. U udžbeniku pedagogije (Mladenović, 1936) postoje i pojmovi: Tradicija i postanak škole, str. 79; tradicionalna pedagogika, str. 146, 147, 155, 156, <span style="color: black; mso-themecolor: text1;">161.</span><span style="color: red;"> </span><span style="color: black; mso-themecolor: text1;">Vukasović </span>(Šimleša, 1978, str. 9) objašnjava odgoj kao društveno-generacijsku pojavu koja se događa „u slijedu naraštaja, neprekidno i trajno. On je spona, lanac koji povezuje naraštaje, koji omogućuje da svaki naraštaj nastavlja djela svojih prethodnika i tako pridonosi usavršavanju ljudske kulture. Na taj način odgoj povezuje povijesne epohe, vjekove, naraštaje i ljude u kontinuirani proces djelovanja i težnji prema novim spoznajama i usavršavanju života“. Autor je opisao obilježja tradicije i tradicijskog mišljenja u odgoju, iako ne ističe spomenute pojmove. Pedagoški rečnik (Teodosić, 1967) sadrži tri termina koji su važni za područje tradicije, odgoja i škole: Tradicije pedagoške (str. 465); tradicije školske (str. 466 i „tradicionalna škola“ (str. 466). Autor natuknice Tradicije pedagoške (str. 465-466) konstatira da „odgojne tradicije postoje odkad postoje ljudi i odgoj, a prenosile su se predanjem“. Autor piše da pojavom znanstvene pedagogije nastaju organizirane pedagoške tradicije koje se prenose planski, pomoću odgoja, kao i druge tradicije. Izveden je zanimljiv zaključak: stare pedagoške tradicije ne nestaju odmah; traju još neko vrijeme usporedno s novim shvaćanjima o odgoju i obrazovanju. Formira se nova pedagoška tradicija kritičkim odnosom prema ranijim tradicijama. Tradicionalna škola je ona škola koju treba prevladati, jer se temeljila na tradicijama ukorijenjenim oblicima i metodama rada. U Enciklopedijskom rječniku pedagogije (D. Franković i sur., 1963, str. 1040) postoji natuknica tradicionalna pedagogija koju autor definira u smislu: to je pedagogija u duhu prošlosti i tradicije; sinonim za herbartovsku pedagogiju i „staru“ školu“. Spajić-Vrkaš i suradnici (2001) pojam tradicija razmatraju u kontekstu demokracije, ljudskih prava i kulture i obrazovanja.</span>

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**<span style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Narodna pedagogija, muzejska pedagogija, etnopedagogija ili tradicijska pedagogija?</span>**

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Povijest odgoja i obrazovanja pokazuje da je čovjek u kulturi u kojoj je odrastao formirao „implicitan model djeteta na kome se temelji praktična briga o djeci, potomstvu i njihovoj socijalizaciji“ (Jović, 2024, str. 49). Na obilježja implicitnog modela djeteta utječu stilovi življenja, način privređivanja, životni ideali, religijska i mitska shvaćanja i vjerovanja. Iskustvenim učenjem čovjek je pronalazio sadržaje, oblike i metode uspješnog stjecanja znanja, umjetničkog stvaranja, odgoja i obrazovanja. Tako je nastajala narodna pedagogija koju neki pedagozi nazivaju implicitna ili iskustvena pedagogija (Bogojević, 2004). Ilić i Bojović (2016) provele su analizu sadržaja definicija pojma pedagogija i izvele bitne odrednice narodne pedagogije: poseban sadržaj (u nastavi i podučavanju); manifestiraju se u formi implicitnog znanja; predstavljaju dosta stabilna uvjerenja; inherentno su svojstvo svih ljudi; neposredno utječu na nastavnu praksu i podložni su refleksiji i mijenjanju. Ilić i Bojović (2016) navode tri glavne pedagoške implikacije narodne pedagogije u školi: a) učitelje treba promatrati kao one koji stvaraju vlastite koherentne teorije o nastavi i učenju; b) mijenjanje i unapređivanje nastavne prakse je rezultat spremnosti učitelja da izvodi refleksiju vlastite narodne pedagogije i c) narodnu pedagogiju učitelja treba promatrati kao polazište za njegov profesionalni razvoj. </span><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: #414141; background: white;">Magdanovna</span><span style="mso-bookmark: _Hlk168340557;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;"> i Isaevna (2021) </span></span><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">smatraju da narodna pedagogija djeluje na osobni razvoj odgajanika. Konstruirale su anketni upitnik u svrhu ispitivanja koliko učitelji poznaju tradiciju i običaje svoga naroda. Autorice su izvele zaključak da narod stvara tradicije koje su bitne u odgoju i obrazovanju djece i mladih. Odgoj i obrazovanje u skladu s idejama narodne pedagogije promiče životne ideale, ljudske kreativne i kulturne vrijednosti te pozitivan stav prema poslu, obitelji, djeci i općenito zajednici. U 19. stoljeću narodna pedagogija prati učestalost pojmova narod, nacija, nacionalnost i slabu razvijenost znanstvene pedagogije. Svakodnevni odgoj ne može izbjeći iskustveno i zdravorazumsko mišljenje, koje često prate zablude i stereotipi. Narodna pedagogija je prethodila znanstvenoj pedagogiji. Spoznaje, oblici i metode narodne pedagogije mogu biti u suprotnosti sa spoznajama znanstvene pedagogije. Narodna pedagogija može egzistirati pored znanstvene pedagogije. Iskustvo je jedna od važnih odrednica narodne pedagogije.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Furlan (1981, str. 1) navodi kako je u narodnoj pedagogiji shvaćen proces uspješnog učenja: Najprije im reći što će im reći (1); Onda im to reći (2); Te im na kraju još jednom reći što im je rekao (3). Znanstvena pedagogija navedenu spoznaju narodne pedagogije o procesu uspješnog učenja naziva etape učenja ili nastavnog sata: Uvodni dio sata (1), glavni dio sata (2) i završni dio sata (3). Iskustvena spoznaja u narodnoj pedagogiji potvrđuje znanstvenu spoznaju o procesu uspješnog učenja. Konfucije je 450. godina p. n. e. izrekao misao koju je potvrdila i narodna i znanstvena pedagogija: „Reci mi i ja ću zaboraviti, pokaži mi i ja ću zapamtiti, uključi me i ja ću razumjeti“ (Lukaš, 2013, str. 102). Greene (1996) je znanstvenim istraživanjem potvrdio ono što je Konfucije spoznao prije tisuću godina: važnost integriranja metoda učenja.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Narodna pedagogija, muzejska pedagogija i etnopedagogija imaju svoj predmet i metodologiju istraživanja. Bjelkić (2021) navodi ova sredstva narodne pedagogije: narodne priče i pripovijetke; poslovice, pitalice i zagonetke; bajke i pjesme. Autorica dokazuje da sredstva odgoja narodne pedagogije imaju značaj u suvremenom vremenu. G. N. Volkov sugerira termin etnopedagogija (Tufekčić (2012). Ako je tradicija predmet narodne pedagogije, muzejske pedagogije i etnopedagogije, nije za podcjenjivanje i termin tradicijska pedagogija. Kod izbora adekvatnog termina bitno je odrediti semantičko polje odabranog termina. Narodna pedagogija (Demarin, 1939), muzejska pedagogija (Kodelja i Tavčar, 2008) etnopedagogija ili tradicijska pedagogija imaju obilježje interdisciplinarnosti.</span>

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**<span style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Kultura, vrijednosti i tradicijska kultura odgajanja</span>**

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Rihtman-Auguštin (1982, str. 415).) slijedi definiciju kulture koja sadrži sociološke i antropološke pristupe u okviru teorije akcije: „Vrednote su implicitne ili eksplicitne koncepcije poželjnog, svojstvene pojedincu i osobite za grupu, koje utječu na izbor prikladnih ciljeva, načina i sredstava“. P. V. Pavlović (1932, str. 19-26) smisao odgoja definira u kontekstu vrednota, tradicije i budućnosti: „Bit i smisao odgoja nalazi“ se „u očuvanju i prenošenju kulturnih vrijednosti i time u očuvanju i stalnom unapređivanju budućnosti“. Vrednote utječu na ponašanje i stavove čovjeka pojedinca, skupina ljudi i nacija. Pojam nacionalnog identiteta zasniva se prije svega na vrednotama, jeziku, tradiciji, kulturnoj baštini i osjećaju nacionalne pripadnosti. Spajić-Vrkaš (Flego, 1996, str. 3) tvrdi da hrvatski nacionalni identitet traje stoljećima. Izdvojila je ove tradicionalne vrijednosti: briga za obitelj i odgovorno roditeljstvo; potreba za očuvanjem časti i dostojanstva; vezanost za podrijetlo i zavičaj; snošljivost; samilost i otpor prema sili i ugnjetavanju. Spajić-Vrkaš tvrdi da navedene vrednote „nikad nisu prestale biti najvažnijim sastavnicama hrvatskog nacionalnoga i kulturnog bića“ (Flego (1996, str. 3). U zbirci mudrih izreka o odgoju i obrazovanju (Silov, 2002) naveli smo izreke iz svetih knjiga od kojih mnoge imaju obilježja narodnih izreka. Botica (2011) i suradnici su znanstvenim istraživanjem dokazali da je Biblija kao sveta i literarna knjiga snažno utjecala na hrvatsku tradicijsku kulturu. Iz Starog i Novog zavjeta izdvojeni su dijelovi koje je Botica (2011) označio kao temelji hrvatske tradicijske kulture. Prema Botici (2011) hrvatska tradicijska kultura je „bezuvjetno ovisna o Bibliji – iz nje proizlazi i u njoj nalazi svoje prirodno uporište“. Brojni biblijski sadržaji zadržali su se u životu i običajima Hrvata: u hrvatskim tradicijskim pjesmama, predajama, pričama, mudrim izrekama, narodnim vjerovanjima; u shvaćanju smisla života i rada; svijetu i životu, svjetonazoru i svemu ostalome što možemo nazvati tradicijsko. Sredstva narodne pedagogije su elementi nematerijalne kulturne baštine. Moguća je jezična sintagma tradicijska kultura odgajanja ili tradicijska pedagoška kultura. Tufekčić (2012) smatra da se integrirajuće obilježje tradicijske pedagoške kulture prepoznaje u primjeni sredstava odgoja i obrazovanja u narodnoj pedagogiji. Sredstva narodne pedagogije mogu se shvatiti kao oblici usmenog narodnog stvaralaštva: poslovice, zagonetke, narodne pjesme, bajke, uspavanke, tužbalice, priče.</span>

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**<span style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Odgoj, škola i tradicijsko mišljenje: primjeri dobre prakse</span>**

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Izdvojili smo devet primjera dobre prakse da pokažemo kako odgoj, obrazovanje i škola mogu imati važnu ulogu u promicanju naše nematerijalne kulturne baštine.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Ivon i suradnice (2005, 2007) pokrenule su osmišljene aktivnosti promoviranja mediteranske baštine u sustavu predškolskog odgoja. Prema Ivon (2007) baština je „univerzalni odgojitelj“ i nepresušni izvor spoznaja u odnosu odgoja i baštinskog okružja. Na otoku Hvaru 2005. godine održan je znanstveno-stručni skup Kulturološki aspekti predškolskog odgoja: od baštine do baštine. Cilj skupa bio je da dijete postane baštinik baštine. Sudionici skupa su naglasili da „odgoj na vrijednostima baštine kao skupa materijalnih i duhovnih vrijednosti koje je čovjek stvarao u svojem društveno-povijesnom hodu, pomoći će djetetu u razumijevanju svijeta oko sebe, shvaćanju odnosa među ljudima i njihova kulturno-povijesnog okruženja, te izgradnji djetetove osobnosti“ (Ivon, 2005).</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">U Centru izvrsnosti Baština u Splitsko-dalmatinskoj županiji učenici i njihovi mentori provode projekt Čuvari baštine. Projekt može utjecati na formiranje „osobnog, kulturnog i zavičajnog identiteta“ koji se u praksi realizira „stvaranjem zanimljivih i korisnih sadržaja“ (Šupe, 2021). Završna etapa programa Čuvari baštine bila je učenička konferencija u Saloni na kojoj je predstavljeno dvadeset i devet projekata osnovnih i srednjih škola u kojima su učenici tražili „Skrivena blaga mista moga“. U Centru izvrsnosti Baština dominiraju multidisciplinarni pristup i projektna nastava.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Pedagozi u Etnografskom muzeju u Zagrebu osmislili su programe aktivnosti za: djecu predškolske dobi; za učenike; obiteljski programi; programi cjeloživotnog učenja i programi izvan muzeja. Učitelji koji pripremaju učenike za posjet Etnografskom muzeju u Zagrebu mogu preuzeti Vodič za nastavnike u kojem se nalaze sve relevantne informacije: uloga i zadaci muzeja, programi, nazivi radionica; njihov sadržaj i posebna naznaka o korelaciji s nastavnim predmetima. Hrvatsko etnografsko društvo; Institut za etnografiju i folkloristiku i katedre za etnologiju i kulturnu antropologiju imaju važnu ulogu u teoriji i istraživanjima svjetske i nacionalne baštine.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">U Narodnom sveučilištu Dubrava trideset godina razvijaju programe koji imaju cilj upoznati hrvatsku tradicijsku kulturu. U tu svrhu organiziraju radionice kao metodički oblik u kojima sudionici uče razne tehnike, vještine i vrijednosti „nacionalne tradicijske baštine“ kroz „obrasce tradicijske umjetnosti i obrtničkog stvaralaštva“ (Franić-Novak, 2024). Hrvatska tradicijska kultura „obuhvaća naslijeđene obrasce mišljenja, osjećanja i djelovanja neke grupe, zajednice ili naroda koji se zrcale u njihovoj usmenoj predaji, znanjima, vještinama i običajima“, a „prenose se na nove generacije putem materijalnih i duhovnih obrazaca“ (Franić-Novak, 2024).</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Portal Digitalne zbirke knjižnica grada Zagreba na svojim internetskim stranicama ima pristup digitalne i digitalizirane građe pohranjene u repozitoriju od 2007. godine. Knjižnice grada Zagreba digitalizirale su zagrebačku baštinu prema posebnim uputama Ureda za digitalizaciju nacionalne baštine. Zbirka digitalizirane baštine je sastavni dio </span>[<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">www.european.eu/hr</span>](http://www.european.eu/hr)<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">. Pohranjeno je oko pedeset milijuna primjeraka europske baštine. Digitalizacija nacionalne baštine omogućava učiteljima i školama integrirati takve sadržaje u nastavne i izvannastavne aktivnosti. Digitalizacija kulturne baštine može se pratiti i na </span>[<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">www.euditorija.hr</span>](http://www.euditorija.hr)<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">, repozitoriju digitalnih obrazovnih sadržaja.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Učenici Srednje škole Pregrada i Srednja škola za umjetnost, dizajn, grafiku i odjeću Zabok sudjelovali su u projektu „Tradicija na suvremen način“. Svrha projekta bila je promocija i izrada turističkog gastro proizvoda: tradicionalni uskrsni kolač u obliku mafina bez glutena poslužiti u recikliranom papiru i glini. Tradicionalni kolač prezentirati u suvremenom ruhu; recikliranim materijalima urediti izlog gradske pekare „Pekom“; oslikati veliku pisanicu; učenike osnovne škole iz Krapine upoznati s prehranom bez glutena i značenjem upotrebe recikliranog materijala u svakodnevnom životu. Učenici i njihovi mentori potvrđuju spoznaju o mogućnosti i korisnosti transformacije tradicije u doba suvremenosti. U projektu učenika iz Pregrade i Zaboka dominirala je projektna metoda.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Udruga kralja Tomislava pokrenula je prvu školu gange u Hrvatskoj 2023. godine. Udruga je osnovana s temeljnim ciljem: promicati i čuvati hrvatsku kulturu, tradiciju i identitet. Ganga je dio nematerijalne kulturne baštine i identiteta određene regije i mjesta. Korijen gange kao tradicijskog pjevanja nalazimo u Dalmatinskoj zagori i Hercegovini. Ljudi su pjevali gangu bez obzira na uvjete odrastanja, odgoja i kvalitetu glazbenog obrazovanja. Ganga nije zapisana u notama. Izjave osnivača Škole gange i polaznika dokazuje tvrdnju da djeca, mladi i odrasli imaju interesa upoznati i sudjelovati u promociji tradicijske kulture. Polaznici Škole gange ističu važnost nacionalne tradicijske kulture za identitet čovjeka pojedinca, mjesta, regije i nacije.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Dvadeset i pet godina studenti učiteljskog i odgojiteljskog studija u Zagrebu provodili su znanstvene intervjue u kolegiju Pedagogija pod naslovom: Kako odrasli ljudi shvaćaju odgoj? Odrasla osoba u intervju trebala je imati najmanje sedamdeset godina. Glavna pitanja iz intervjua: Kako su Vas odgajali? Kako ste vi odgajali? Što je za vas odgoj? Što je posebno važno u odgoju? Intervjui su pokazali da je u odgoju odraslih ljudi dominirao radni, moralni i vjerski odgoj. Iste vrste odgoja prakticirali su sugovornici u odgoju svoje djece, unuka i drugih osoba koje su odgajali. U shvaćanjima odgoja sugovornika u intervjuima dominirala je iskustvena spoznaja i odgoj prema uzoru. Anđel (2004, str. 50) je opisala kako odrasli ljudi shvaćaju odgoj: „Upravo onako kako im je nametnulo njihovo iskustvo, ideologija, svjetonazor, vjera, obrazovanje“. Autorica konstatira da „svaki od ispitanika je tvorac vlastite ideje što je to odgoj i koji su mu ciljevi, kako se pravilno odgaja, tj. svatko je tvorac svoje tzv. subjektivne teorije odgoja“.</span>

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**<span style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Završna misao</span>**

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Istraživanje tradicije može biti korisno u kritičkom sagledavanju društvenih, kulturoloških i pedagoških pitanja. Prvo smo izveli terminološku i semantičku analizu termina iz korpusa tradicija. Definirali smo tradiciju prema više autora u namjeri da pokažemo važnost i složenost tradicije kao društvenog, kulturološkog i pedagoškog fenomena. Odgoj, obrazovanje i škola imaju značajnu ulogu u promicanju tradicije i tradicijskog mišljenja. Škola je odgojna i obrazovna ustanova koja posreduje u objašnjavanju smisla tradicijskih sadržaja, oblika i metoda u nastavnim i izvannastavnim aktivnostima. Tradiciju možemo shvatiti kao sadašnjost prošloga (Adorno, 2017). Danas prevladava shvaćanje prema kome tradicija i inovacija mogu stvarati pozitivan kontinuitet u razvitku društva. Ista tvrdnja važi i za odnos između narodne i znanstvene pedagogije. Narodna pedagogija prethodi znanstvenoj pedagogiji, a može biti i posebna disciplina u sustavu znanstvene pedagogije. Znanstvena pedagogije može potvrditi spoznaje narodne pedagogije. Pedagogiju koju je stvarao narod u skladu s tradicijom i tradicijskim mišljenjem može imati i status alternativne pedagogije. Tradicija se zasniva prije svega na iskustvenom učenju i odgoju. Takvo učenje i takav odgoj mogu opteretiti predrasude. Međutim, ni znanstvena pedagogija nije bezuvjetno oslobođena predrasuda. Kritička valorizacija tradicije i tradicijskog mišljenja je uvjet za izbjegavanje mogućih manipulacija u primjeni tradicije u sustavu odgoja i obrazovanja. Događa se da pod tradicijom promiče i ono što ne korespondira sa suvremenošću. Ideali, svjetonazor, ideologija, politička i religijska uvjerenja redovito utječu na smisao tradicije općenito i u konkretnim situacijama.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Benediktinska pedagoška paradigma (od 852. godine) je tradicija hrvatske kulture, pedagoške misli i učiteljske profesije. Tradicija koja integrira sekularno i religijsko promiče dobrobiti za društvo, čovjeka, i kulturu. Pogrešno je takvu pedagošku tradiciju napuštati i nekritički prihvaćati ono što se naziva kurikularna pedagoška paradigma. Povijest hrvatskog školstva i pedagogije poznaje i drugu utjecajnu pedagošku tradiciju; onu koju nazivamo socijalno-liberalna tradicija. Povijest školstva i pedagogije potvrdila je značenje benediktinske pedagoške paradigme, ali i socijalno-liberalne pedagoške tradicije. U primjeni tradicije i tradicijskog mišljenja u školskom sustavu na osmišljen način treba vrednovati odnos između tradicije i inovacije. Prange (2007) podsjeća da je od davnina bilo samorazumljivo odgoj definirati kroz brigu odraslih za djecu i mlade; kao generacijsku pojavu. Preokret od tradicije prema inovaciji izveo je Immanuel Kant u poznatim predavanjima o pedagogiji. Odgoj se ne prilagođava sadašnjem, već budućem po mogućnosti boljem stanju čovječnosti. Kantova ideja o dominaciji inovacije u odnosu na tradiciju je u skladu s filozofijom prosvjetiteljstva. Moguće je na kreativan i smislen način pomiriti tradiciju i inovaciju pod uvjetom kritičkog mišljenja prema tradiciji i inovaciji. Školske reforme su dobra mogućnost za provjeravanje valjanosti tradicije i inovacije.</span> <span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Siemens (2004) je postavio teoriju učenja u kontekstu e-učenja. Voskoglou (2022) smatra da je konektivizam suvremena teorija učenja suprotna tradicionalnim teorijama učenja. Konektivizam se zasniva na integraciji principa vezanih uz kaos, mreže i samoorganizaciju. Tradicionalne teorije učenja razvile su se mimo tehnologije tako da se učenje događa u okviru čovjeka kao osobe. Učitelj kao refleksivni praktičar primijenit će kritičko mišljenje prema tradicionalnim i suvremenim teorijama odgoja i učenja.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;"> </span>

**<span style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Literatura</span>**

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Adorno, T. W. (2017). O tradiciji/On Tradition. *Književna* *republika*, 15(5-8), 111-118.</span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">Anđel, Z. (2004). *Analiza sadržaja seminarskih vježbi Kako odrasli ljudi shvaćaju odgoj*, (diplomski rad). Zagreb: Učiteljska akademija.</span></span>

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<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Basariček, S. (1893). *Povijest pedagogije*. Zagreb: Hrvatski pedagoško-književni zbor.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Botica, S. (2011). *Biblija i hrvatska tradicijska kultura*. Zagreb: Školska knjiga.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Bjelkić, M. (2021). *Sredstva odgoja narodne pedagogije i njihov značaj u savremenom dobu*. (završni magistarski rad). </span></span>[<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">https://www.ff.unsa.ba/files/zavDipl/20\_21/ped/Merjema-Bjelkic.pdf</span></span>](https://www.ff.unsa.ba/files/zavDipl/20_21/ped/Merjema-Bjelkic.pdf)<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">. Sarajevo: Filozofski fakultet.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Bogojević, S, (2004). <span style="color: black; mso-themecolor: text1;">Implicitna pedagogija. In </span></span></span>[<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR; text-decoration: none; text-underline: none;">D. Branković</span></span>](https://www.gettextbooks.co.uk/author/Drago_Brankovi%c4%87)<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;"> i </span></span>[<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR; text-decoration: none; text-underline: none;">M. Šukalo</span></span>](https://www.gettextbooks.co.uk/author/Mladen_%c5%a0ukalo)<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;"> (Eds.), *Tradicija i savremenost* (pp. 1087-1113). Banja Luka: Filozofski fakultet.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Čimbur, P. (1962). Tradicija i suvremeni odgoj. *Pedagoški rad,* XVII (9-10), 341-346.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Demarin, M. (1939). Osnove narodne pedagogije. *Savremena škola*, 13 (9-10), 241-255.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">Flego, M. (1996). Razgovor s Vedranom Spajić-Vrkaš. Hrvatski identitet traje stoljećima. *Školske novine*, XLV (39) (2197), 3.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Franić-Novak, L. Hrvatska tradicijska kultura. </span></span><span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Pribavljeno Mart 20, 2024, s </span></span>[<span style="mso-bookmark: _Hlk177681598;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">https://ns-dubrava.hr/hrvatska-tradicijska-kultura/</span></span>](https://ns-dubrava.hr/hrvatska-tradicijska-kultura/)

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Franković, D.; Šimleša, P. i Pregrad, Z. (Eds.)(1963). *Enciklopedijski rječnik pedagogije*. Zagreb: Matica hrvatska.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Furlan, I. (1981). *Čovjekov psihički razvoj*. Zagreb: Školska knjiga.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Greene, B. (1996). *Nove paradigme: za stvaranje kvalitetnih škola*. Zagreb: Alineja.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Ilić, M. i Bojović, Ž. (2016). Teachers’ Folk Pedagogies. *Journal of Arts and Humanities*, 5(9), 41-52.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Ivon, H. (Ed.) (2005). *Od baštine za baštinu: kulturološki aspekt predškolskog odgoja*. Split: Visoka učiteljska škola i Hvar: Dječji vrtić „Vanđela Božitković“</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">Ivon, H.; Kuščević, D.; Pivac, D. i Jukić, T. (2007). *Baština – umjetnički poticaj za likovno izražavanje djece*. Split: Filozofski fakultet.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">Jakovljević, D. (2019). Što su to tradicije? *Theoria,* 62(4),<span style="mso-spacerun: yes;"> </span>85-98.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">Jovanović, B. (2009). Tradicija u svetlu promena. *Nacionalni interes*, 6 (3), 99-110.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">Jović, S. (2024). Karakteristike vaspitanja u srpskoj tradicionalnoj kulturi. *Sineza,* 5 (1), 49-63</span></span><span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Jukić, J. (1996): Kršćani između tradicije i modernog svijeta. *Crkva u svijetu*, 31 (1), 58-67.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">Jurić, D. (2024).</span></span><span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: #ffc000; mso-fareast-language: HR;"> </span></span><span style="mso-bookmark: _Hlk177681598;">*<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">U ime Oca i Sina i tradicije svete</span>*</span><span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">. Pribavljeno Mart 7, 2024, s </span></span>[<span style="mso-bookmark: _Hlk177681598;"><span style="mso-bookmark: _Hlk178024942;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">https://autograf.hr/u-ime-oca-i-sina-i-tradicije-svete/</span></span></span>](https://autograf.hr/u-ime-oca-i-sina-i-tradicije-svete/)

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<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Shils, E. (1981). T*radition*. Chicago: University of Chicago Press.</span></span>

<span style="mso-bookmark: _Hlk177681598;">Siemens, G. (2005). Connectivism: A learning theory for a digital age. *International Journal of Instructional Technology and Distance Learning, 2*(1), 1-9.</span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Spajić-Vrkaš, V. (1996). *Tučepi: Odrastanje u tradicijskoj kulturi*. Zagreb: Naklada MD.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">Spajić-Vrkaš, Kukoč, M. i Bašić, S: (2001). *Obrazovanje za ljudska prava i demokraciju: interdisciplinarni rječnik*. Zagreb: Hrvatsko povjerenstvo za UNESCO.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">Šimleša, P. (Ed.) (1978). *Pedagogija*. Zagreb: Pedagoško-književni zbor. </span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">Šupe, D. (2021). *Zašto je važno sačuvati kulturnu baštinu?* Pribavljeno Mart 20, 2024, s</span></span><span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: #ffc000; mso-fareast-language: HR;"> </span></span>[<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;">https://ci-sdz.hr/zasto-je-vazno-sacuvati-kulturnu-bastinu</span></span>](https://ci-sdz.hr/zasto-je-vazno-sacuvati-kulturnu-bastinu)

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">Teodosić, R. (Ed,) (1967).</span></span><span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: HR;"> Pedagoški rečnik.<span style="mso-spacerun: yes;"> </span>Beograd: Zavod za izdavanje udžbenika Srbije.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">Tiljak, M. F. (1933). *Tragom narodne pedagogije (Pođimo svojim putem!).* Zagreb: Štamparija „Gaj“.</span></span>

<span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;">Tufekčić, A. (2012). Sredstva narodne pedagogije kao element nematerijalnog kulturnog nasljeđa*. Gradovrh*, 18 (9), 213-248</span></span><span style="mso-bookmark: _Hlk177681598;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: #00b050; mso-fareast-language: HR;">.</span></span>

[<span style="mso-bookmark: _Hlk177845905;"><span style="mso-bookmark: _Hlk177681598;">**<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-themecolor: text1; background: white; text-decoration: none; text-underline: none;">Vos</span>**</span></span><span style="mso-bookmark: _Hlk177845905;"><span style="mso-bookmark: _Hlk177681598;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-themecolor: text1; background: white; text-decoration: none; text-underline: none;">koglou</span></span></span><span style="mso-bookmark: _Hlk177681598;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-themecolor: text1; background: white; text-decoration: none; text-underline: none;">, M. G. (2022). Connectivism vs Traditional Theories of Learning. American Journal of *Educational Research*, 10 (4), 257-26</span></span>](https://www.google.hr/search?sca_esv=301b91059aa118e3&sca_upv=1&hl=hr&biw=1225&bih=604&sxsrf=ADLYWILnU6wF1dN4xa1Cct4TTzUwhcataw:1726781310025&q=Voskoglu,+M.+G.+(2022).+Connectivism+vs+Traditional+Theories+of+Learning.+American+Journal+of+Educational+Reasearch,+Vol.+10,+2022.,+No.+4.+str.+257-261&nfpr=1&sa=X&ved=2ahUKEwity9rU-c-IAxWi_rsIHaQ8ERYQvgUoAXoECAsQAg)<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-themecolor: text1; background: white;">1.</span>

<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; color: black; mso-themecolor: text1; mso-fareast-language: HR;"> </span>


<table border="0" id="bkmrk-2nd-international-sc" style="width: 100%;"><tbody><tr><td class="align-right" style="width: 34.7886%;">  
[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

</td></tr></tbody></table>

**<span lang="EN" style="font-size: 14.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Courier New'; mso-ansi-language: EN; mso-fareast-language: HR;">Education, school and traditional thinking</span>**

<table border="0" id="bkmrk-abstract-keywords-%C2%A0" style="font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', Oxygen, Ubuntu, Roboto, Cantarell, 'Fira Sans', 'Droid Sans', 'Helvetica Neue', sans-serif; font-size: 14px; width: 100.063%; height: 470.788px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.8101%; height: 64.65px;">##### **Abstract**

</td></tr><tr style="height: 330.938px;"><td style="text-align: justify; width: 99.8101%; height: 330.938px;">
<span lang="EN">The author elaborates education and school in the context of tradition and traditional thinking. Tradition and its manifestations are an important determinant of traditional thinking. The structure of traditional thinking was thoroughly elaborated by Rihtman-Auguštin (1984). It is important to carry out a modern terminological and semantic analysis of the terms: nation, people, tradition, traditional culture, traditional thinking, traditional education, folk pedagogy, folk pedagogy, museum pedagogy and ethnopedagogy. How traditional thinking considers relationships: tradition, innovation and reform; tradition and values, and the meaning of tradition today? Traditional thinking as a possibility for criticism of school reforms.</span>

<span lang="EN">The purpose of the paper is to analyze the relationship between education and school according to traditional culture and traditional thinking. Of the general research methods, we used the descriptive and causal methods, and of the special methods of hermeneutics and pedagogical criticism. The author analyzed the relationship between culture, ethnology, scientific pedagogy and features of folk pedagogy. Basariček (1893) defined the term education in accordance with the provisions of folk pedagogy: "What education will be, it is mostly decided by: religion, customs, decrees and the spirit of the people". Antun and Stjepan Radić emphasize the importance of traditional culture and folk pedagogy in the life of man and society. From the middle of the 20th century, the term ethnopedagogy appeared (Volkov; Tufekčić, 2012). Biblical heritage had a significant impact on croatian traditional culture (Botica, 2011). The value of our traditional culture is known in Europe and the rest of the world. The author also analyzes examples of good practice: traditional culture in croatian society and the school system.</span>

  
</td></tr><tr style="height: 29.6px;"><td style="width: 99.8101%; height: 29.6px;">***Key words:***

</td></tr><tr style="height: 45.6px;"><td style="width: 99.8101%; height: 45.6px;">education; school; tradition; traditional culture; traditional thinking</td></tr></tbody></table>

# Participation of students with different types of difficulties during practical work in the subject Nature and Society in primary classroom teaching

<div id="bkmrk--1"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 244.766px;"><tbody><tr style="height: 131.141px;"><td style="width: 34.7332%; height: 131.141px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.2404%; height: 131.141px;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

</td></tr><tr style="height: 113.625px;"><td colspan="2" style="width: 99.9736%; height: 113.625px;">## **Katarina Šarčević Ivić-Hofman, Luka Pongračić**

*Department of Social Sciences and Humanities*  
*University of Slavonski Brod, Croatia*

*ksihofman@unisb.hr*

</td></tr></tbody></table>

<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.881%; height: 33.4px;"><tbody><tr style="height: 33.4px;"><td style="width: 43.1939%; height: 33.4px;">**Section - Education for social and cultural diversity**</td><td class="align-center" style="width: 19.0824%; height: 33.4px;">**Paper number: 028**</td><td style="width: 37.5805%; height: 33.4px;">**Category: <span lang="EN-GB" style="font-size: 12.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Previous announcement </span>**

</td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 388.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Abstract**

</td></tr><tr style="height: 264.8px;"><td style="text-align: justify; width: 99.9048%; height: 264.8px;"><span lang="EN-GB" style="mso-bidi-font-family: Calibri;">Practical work is a method that is mostly used in teaching the subject Nature and Society with the aim of introducing students to science. One of the main goals of this subject is the development of natural science literacy, and it is important to teach students correct procedures of scientific methods. From the first grade, the students of the primary classroom classes do practical work that requires different levels of cognitive, affective and psychomotor achievements. In this area, there is a special challenge for students with disabilities, and it is important to determine exactly which part of the teaching process they have the most difficulties with, considering the type of their developmental disability, in order to establish the most suitable ways of adapting practical work to accommodate different types of student difficulties.</span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri;">The data used for this research were collected using a questionnaire designed for the purpose of this research, which is a part of a broader research *Didactic-methodical difficulties in classroom teaching with students with special educational* *needs* (IP-ODHZ-11-2021). 309 classroom teachers participated in the research and assessed students with disabilities according to the given criteria during class. Non-parametric statistical methods were used, and the results indicate that during teamwork, practical work and drawing conclusions after practical work, students with autism spectrum disorder have the most difficulties. These results indicate that additional adaptations are needed for the participation of students with difficulties in practical work, especially for students with autism spectrum disorder. The need for a more visual approach to assigning and solving the tasks of practical work is indicated.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Key words:***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;"><span lang="SK"><span lang="SK"><span lang="EN-GB" style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Nature and Society; practical work; primary classroom teaching; students with disabilities; teaching adaptations.</span></span></span>

</td></tr></tbody></table>

**<span lang="EN-GB" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">Introduction</span>**

<span lang="EN-GB" style="mso-bidi-font-family: Calibri;">Scientific literacy is the capacity to understand, utilize and discuss scientific concepts and methods to navigate through the complexity of the natural world. Today, in a society that is increasingly relying on technology and scientific knowledge, this literacy is one of the most important abilities necessary for informed citizenship and problem solving (De Zan, 2005; </span><span lang="EN-GB">Valladares, 2021</span><span lang="EN-GB" style="mso-bidi-font-family: Calibri;">). The importance of scientific literacy extends past the classroom, empowering individuals to make informed decisions about health, environment and technology, which have a direct impact on their lives and communities. Therefore, promoting this literacy is essential to addressing numerous global problems that society faces today, including climate change, public health crises, and technological advances (Arrigoni, 2010; Dujmović, 2011; Braš Roth et al., 2017). The historical evolution of science education is indicative of the increasing value of scientific literacy over time. In the past, educational systems primarily concerned themselves with rote learning of facts and they often failed to utilize scientific knowledge in real-world situations. However, modern educational traditions prioritize critical thinking and inquiry-based learning, these skills enable students to actively explore and understand natural phenomena (De Zan, 2005; Domazet, 2007; Kovačić et al., 2018). The evolution of assessments, such as the International Assessment System (PISA), has demonstrated the necessity for schools to promote scientific knowledge among students, making sure they have necessary skills to deal with the contemporary challenges of science. These components include: (1) the knowledge of fundamental scientific principles and the scientific method, (2) the ability to analyse and interpret data, (3) critical thinking and problem-solving abilities, (4) the awareness of the relationship between nature and society. By incorporating these components into educational programs, teachers can facilitate the development of comprehensive understanding of the natural world and its processes (Arrigoni, 2010; NCVVO, 2019; Tretyakov, 2024). Additionally, promoting activities and games that promote exploration and experimentation can enhance student participation in natural sciences, this will ultimately lead to a more profound and longer-lasting understanding of scientific research. This approach promotes student participation by encouraging them to participate in the scientific process through investigation, experimentation and exploration. By letting students investigate topics that interest them, teachers can promote greater understanding of scientific principles and improve critical thinking. Inquiry-based learning is diverse and can take several different forms, including project-based instruction, collaboration, and hands-on experiments. For instance, students can collaborate with others to conduct experiments that concern the ecological system, this not only increases their knowledge of natural sciences, but also promotes teamwork and communication skills (Novoselić et at., 2013; Chu et al., 2021; </span><span lang="EN-GB">Manzano-León et al., 2021;</span><span lang="EN-GB" style="mso-bidi-font-family: Calibri;"> </span><span lang="EN-GB">Öztürk et al., 2022; </span><span lang="EN-GB" style="mso-bidi-font-family: Calibri;">Weng et al., 2022).</span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri;">The subject Nature and Society is presented as an interdisciplinary course that merges environmental issues with social, economic and cultural aspects of sustainable development and active citizenship. It aims to deliver not only critical theoretical ideas but also experiential and hands-on learning. According to Anđić &amp; Mažar (2023), teachers' involvement with nature is crucial for the successful delivery of this subject in Croatian schools. Teachers in these <span style="color: black; mso-themecolor: text1;">settings </span>employ practical work like field trips, nature walks, or on-site projects to give students an opportunity to witness the natural world firsthand, alongside associating theoretical notes with real-world environmental phenomena.</span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri;">Implementation of participation in the practical work in Nature and Society involves a triangulated approach that encompasses behavioural engagement, cognitive processing, and affective commitment. The behavioural dimension relates to the frequency, duration, and quality of students' participation in practical activities such as field trips, group discussions, hands-on explorations and outdoor explorations. Direct observation or structured checklists used to <span style="color: black; mso-themecolor: text1;">record </span>behaviours like initiating questions, responding to discussions, working with others, and completing assigned tasks can provide this information</span> <span lang="EN-GB" style="mso-bidi-font-family: Calibri;">(Arendse &amp; Hess-April, 2023). The second is the cognitive dimension reflected by how much content students internalize and apply from the knowledge gained during these practical sessions. It consists of performance-based assessments and reflective reports in which students show their understanding of the relationship between natural phenomena and societal issues. The last one is affective; it shows interest, motivation and emotions exhibited by students in these activities (Magaba, 2022).</span>

<span lang="EN-GB">Practical work poses great challenges for students with special needs in cognitive, emotional and psychomotor functioning, a complex and multidirectional intervention is often needed. The motor activity must be continuous, therefore presenting a serious psychomotor challenge. The elements of practical work would then have the adaptability of the essential need for movement and physical engagement. The emotional burden may also play a paradoxical role for these students because on one hand, it brings instability in moods and emotional deficiency, which may end up rendering poor performance. On the other hand, it breeds creativity and a feeling of 'victory' upon overcoming a problem (Logan et al.,2012; Mofield et al., 2023; Moni et al., 2007). Emotional difficulties, combined with idiosyncratic socialization problems—such as those experienced by students with intellectual disabilities who struggle to integrate into games with other children due to cognitive limitations—can pose significant challenges; for children with intellectual disabilities, it also opens the need for special support systems to foster their integration </span><span lang="EN-GB" style="mso-bidi-font-family: Calibri;">(Krutsevich et al., 2020). As a result, understanding and addressing these associated problems is important in order to maximize educational experiences of students with disabilities and make sure that practical applications are both accessible and beneficial.</span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri;">Participation in classes of Nature and Society is primarily affected by developmental disabilities, as these disabilities affect both social interaction and the capacity to participate in the class endeavours. However, the inclusive nature of educational programs can greatly promote participation of students with disabilities when specifically designed to address their unique needs (Athamanah</span><span lang="EN-GB"> et al., 2019; </span><span lang="EN-GB" style="mso-bidi-font-family: Calibri;">Gilson et al., 2020). In this respect, an inclusive approach enables a student with a disability to participate in all activities of a class where their peers are developmentally typical. This involvement does not encompass only academic situations but rather all learning experiences that involve students both actively and emotionally. According to research, meaningful activities like exploration of natural environment benefit students by increasing attention, reducing stress, and improving problem-solving skills. In addition, such settings with developed support create an atmosphere where students feel valued and proficient; hence there is increased engagement and better academic performance (Moni et al., 2007).</span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri;">In addressing practical challenges faced by students with various difficulties, effective adaptations in educational settings have proven to be instrumental.</span> <span lang="EN-GB" style="mso-bidi-font-family: Calibri;">Self-discipline is a major component of the general concept of self-regulated learning (Zimmerman, 2002; Schunk, 2012). The ability to self-discipline allows learners to plan, monitor, and adjust their learning behaviour effectively. Goal setting and resource allocation with persistence <span style="color: black; mso-themecolor: text1;">in the face of adversity </span>explains why self-regulated learners have better academic performance according to Pintrich and De Groot (1990). In remote learning environments where independent study is more pronounced, self-discipline becomes the key in ensuring consistent learning as well as success. Additionally, the creation and strict adherence to a personalized schedule became a common practice among students, serving as a practical means in organizing their time and tasks more efficiently (Gelles et al., 2020). These strategies collectively contributed to a more structured approach to learning, allowing students to accommodate their unique difficulties by fostering a sense of responsibility and autonomy on their educational journey. Therefore, schools and teachers should consider integrating these adaptive strategies into their curricula to support students with diverse needs, ultimately promoting an inclusive and effective learning environment.</span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri;">Integration of practical projects into the teaching of Nature and Society at the primary level is not simply a methodological choice, but a fundamental approach that aims to promote scientific knowledge among young students. This approach involves students in practical experiences that promote their cognitive, emotional, and physical abilities, all of which are essential to comprehending scientific concepts and methods. However, students with different types of developmental disabilities have unique difficulties during practical applications that can adversely affect their participation and learning. Cognitive issues may impede their capacity to comprehend scientific concepts, while emotional issues can influence their enthusiasm and emotional participation in the learning process (Anderson et al., 2022; Kryukova et al., 2023; Yang &amp; Ma, 2022).<span style="mso-spacerun: yes;"> </span></span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri;">It is vital to investigate how various developmental disabilities affect the participation of students in Nature and Society classes, and to identify effective methods of inclusion that can enhance the learning experience of all students. Understanding the specific problems that these students have is crucial for developing customized instructional strategies that not only consider their needs but also promote their active participation in practical activities. This research aims to explore these aspects in depth, elucidating the complexity of student participation during practical applications and providing insight into effective methods that can assist diverse students in the primary classroom setting. By examining specific adaptations that teachers can implement, such as differentiated instructions, hands-on learning opportunities, and supportive peer interactions, this research aims to identify effective approaches that enhance participation and learning outcomes for students with diverse learning challenges in practical activities. Ultimately, this study seeks to contribute to the ongoing discourse on inclusive education by providing insights and recommendations that can empower teachers, inform policy, and enrich the educational experiences of all learners in primary Nature and Society classes.</span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri;"> </span>

**<span lang="EN-GB" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">Methods</span>**

**<span lang="EN-GB" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;"> </span>**

***<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Aim of the research</span>***

<span lang="EN-GB">This research aims to explore the unique obstacles encountered by primary school students with various developmental disabilities when engaging in practical work during Nature and Society classes, as evaluated by their teachers. It focuses on understanding how these obstacles vary during distinct phases of practical tasks, including both collaborative and individualized work. This research is grounded in a broader context of inclusive education research, wherein studies emphasize that the physical learning environment, teaching methodologies, and available resources must be sensitive to the varied challenges faced by the students with disabilities (Katanani et al., 2023). Moreover, previous research underscores the importance of teacher perspectives in identifying obstacles and tailoring interventions that promote effective learning outcomes in inclusive settings (Weiß et al., 2018; Nikčević-Milković et al., 2019). The findings of this study are expected to inform strategies for improving instructional practices and creating more supportive learning environments, particularly in practical subject areas such as Nature and Society, thereby enabling a more personalized and equitable learning experience for all students.</span>

<span lang="EN-GB">In doing so, the study examines teacher assessments to determine whether there are differences in:</span>

***<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Hypothesis</span>***

<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">The following hypothesis is derived from the aim of the research:</span>

<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> </span>

**<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">H1</span>**<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> Teachers estimate that there are statistically significant differences between students with different types of difficulties during collaborative work.</span>

<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> </span>

**<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">H2</span>**<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> Teachers estimate that students with different types of difficulties have statistically significant differences in independence when solving individualized practical work tasks.</span>

<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> </span>

**<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">H3 </span>**<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Teachers estimate that applications appropriate for students with disabilities are sufficiently adapted for all types of disabilities.</span>

<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> </span>

**<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">H4</span>**<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> Teachers estimate that there is a statistically significant difference in independence when performing practical tasks among students with different types of disabilities.</span>

<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> </span>

**<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">H5</span>**<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> Teachers estimate that students with intellectual disabilities experience greater difficulty in drawing conclusions from practical work compared to students with other types of disabilities.</span>

<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> </span>

**<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">H6</span>**<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> Teachers estimate that there is a statistically significant difference between students with different types of developmental disabilities when using experimental equipment.</span>

<span lang="EN-GB" style="font-size: 12.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin;"> </span>

***<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Participants</span>***

<span lang="EN-GB">A total of 309 primary school teachers participated in the study. From the total number of teachers, 62 teachers had previous experience working with students with disabilities, they were selected as a sample for the purposes of this study (Table 1).</span>

<span lang="EN-GB"> </span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-bidi-font-weight: bold;">Table 1 </span>

*<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Characteristics of participants</span>*

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain1" id="bkmrk-characteristics-of-p-1" style="border-collapse: collapse; border: none; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;"><tbody><tr style="mso-yfti-irow: -1; mso-yfti-firstrow: yes; mso-yfti-lastfirstrow: yes; height: 16.25pt;"><td style="border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.25pt;" valign="top">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">Characteristics of participants</span>**

</td><td style="border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.25pt;" valign="top">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;"> </span>**

</td><td style="border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 16.25pt;" valign="top">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">N / %</span>**

</td></tr><tr style="mso-yfti-irow: 0; height: 26.65pt;"><td style="border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt; height: 26.65pt;" valign="top">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">Gender</span>**

</td><td style="border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt; height: 26.65pt;" valign="top"><span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">Male</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">Female</span>

</td><td style="border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt; height: 26.65pt;" valign="top"><span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">2 / 3.2%</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">60 / 96.8%</span>

</td></tr><tr style="mso-yfti-irow: 1; height: 50.45pt;"><td style="border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 50.45pt;" valign="top">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">Age</span>**

</td><td style="border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt; height: 50.45pt;" valign="top"><span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">26 – 36</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">37 – 47</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">48 – 58</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">59 and above</span>

</td><td style="border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt; height: 50.45pt;" valign="top"><span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">7 / 11.3%</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">23 / 37.1%</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">24 / 38.7%</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">8 / 12.9%</span>

</td></tr><tr style="mso-yfti-irow: 2; height: 41.5pt;"><td style="border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt; height: 41.5pt;" valign="top">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">Level of education</span>**

</td><td style="border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt; height: 41.5pt;" valign="top"><span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">College degree</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">University degree</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">Master’s degree/PhD</span>

</td><td style="border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt; height: 41.5pt;" valign="top"><span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">14 / 22.6%</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">43 / 69.4%</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">5 / 8.1%</span>

</td></tr><tr style="mso-yfti-irow: 3; mso-yfti-lastrow: yes; height: 49.15pt;"><td style="border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 49.15pt;" valign="top">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">Professional experience</span>**

</td><td style="border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt; height: 49.15pt;" valign="top"><span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">1 – 10</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">11-21</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">22-32</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">33 and above</span>

</td><td style="border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt; height: 49.15pt;" valign="top"><span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">9 / 14.5%</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">20 / 32.2%</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">23 / 37.1%</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;">10 / 16.1%</span>

</td></tr></tbody></table>

<span lang="EN-GB" style="font-size: 12.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin;"> </span>

***<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Instrument</span>***

<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">The information was gathered using a Questionnaire that was designed for this purpose, which is a part of a larger research project "Didactic-methodical difficulties in classroom teaching with students with special educational needs" (IP-ODHZ-11-2021). </span>

<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">The first part of the Questionnaire gathered information on sociodemographic characteristics: gender, age, educational level and work experience. For each student for whom teachers completed the questionnaire, they were required to select one of the offered categories of difficulty to which the student belonged to and those were: intellectual difficulties, autistic spectrum, language and speech difficulties and attention deficit hyperactivity disorder (ADHD).</span>

<span lang="EN-GB" style="font-size: 12.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin;"> </span>

<span lang="EN-GB" style="font-size: 12.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin;"><span style="mso-tab-count: 1;"> </span></span>

***<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Procedure of research</span>***

<span lang="EN-GB">The participants completed the questionnaire online, which was accessible through the Google Forms platform during the latter half of 2022. The results were attained by the SPSS for Windows v21 statistical software program. The Kolmogorov-Smirnov distribution normality test was also used, which showed that the data distribution on both scales is significantly different from the normal distribution (p &lt; .01), therefore nonparametric analysis was used in the analysis of the results, including Chi-square and Kruskal Wallis test. The test results were presented in the form of ranks, since non-parametric methods were used. A lower score means that the students of that category have more difficulties with the examined area.</span>

<span lang="EN-GB"> </span>

***<span lang="EN-GB">Factor and reliability analysis</span>***

<span lang="EN-GB">The prerequisites for conducting factor analysis have been verified, the first is the Kaiser-Meyer-Olkin test whose coefficient is KMO = 0,920; p &lt; 0,01, which indicates that the sample is highly appropriate for factor analysis (table 2). Additionally, the Bartlett test demonstrates that the correlation between items is significant and large. Both tests for factor analysis demonstrate that the prerequisites are met.</span>

<span lang="EN-GB" style="font-size: 10.0pt;">Table 2</span>

*<span lang="EN-GB" style="font-size: 10.0pt;">KMO and Bartlett's Test</span>*

<table border="1" cellpadding="0" cellspacing="0" id="bkmrk-kaiser-meyer-olkin-m"><tbody><tr><td colspan="2" valign="top">**<span lang="EN-GB">Kaiser-Meyer-Olkin Measure of Sampling Adequacy</span>**

</td><td valign="top"><span lang="EN-GB">.92</span>

</td></tr><tr><td rowspan="3" valign="top">**<span lang="EN-GB">Bartlett's Test of Sphericity</span>**

</td><td valign="top"><span lang="EN-GB">Approx. Chi-Square</span>

</td><td valign="top"><span lang="EN-GB">4040.82</span>

</td></tr><tr><td valign="top"><span lang="EN-GB">df</span>

</td><td valign="top"><span lang="EN-GB">528</span>

</td></tr><tr><td valign="top"><span lang="EN-GB">p</span>

</td><td valign="top"><span lang="EN-GB">.000</span>

</td></tr></tbody></table>

<span lang="EN-GB"> </span>

<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">By analysing 33 particles, six components were retained. The decision to retain components was made based on the value of characteristic roots above 1.0 and the theoretical basis of the components. Retained components explain 65.22% of the variance of all claims (Table 3). </span>

<span lang="EN-GB" style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> </span>

<span lang="EN-GB" style="font-size: 10.0pt;">Table 3</span>

*<span lang="EN-GB" style="font-size: 10.0pt;">Variance table</span>*

<table border="1" cellpadding="0" cellspacing="0" id="bkmrk-component-initial-va" style="width: 100%;"><tbody><tr><td style="width: 11.6771%;">**<span lang="EN-GB">Component</span>**

</td><td style="width: 11.9168%;">**<span lang="EN-GB">Initial value</span>**

</td><td style="width: 12.0353%;">**<span lang="EN-GB">Variance %</span>**

</td><td style="width: 20.9724%;">**<span lang="EN-GB">Cumulative variance %</span>**

</td><td style="width: 27.8837%;">**<span lang="EN-GB">Variable</span>**

</td><td style="width: 15.6101%;">**<span lang="EN-GB">Cronbach alpha</span>**

</td></tr><tr><td style="width: 11.6771%;">**<span lang="EN-GB">1</span>**

</td><td style="width: 11.9168%;"><span lang="EN-GB">13.23</span>

</td><td style="width: 12.0353%;"><span lang="EN-GB">20.29</span>

</td><td style="width: 20.9724%;"><span lang="EN-GB">20.29</span>

</td><td style="width: 27.8837%;"><span lang="EN-GB">Independence</span>

</td><td style="width: 15.6101%;"><span lang="EN-GB">.906</span>

</td></tr><tr><td style="width: 11.6771%;">**<span lang="EN-GB">2</span>**

</td><td style="width: 11.9168%;"><span lang="EN-GB">2.78</span>

</td><td style="width: 12.0353%;"><span lang="EN-GB">16.65</span>

</td><td style="width: 20.9724%;"><span lang="EN-GB">36.93</span>

</td><td style="width: 27.8837%;"><span lang="EN-GB">Usage of appropriate applications</span>

</td><td style="width: 15.6101%;"><span lang="EN-GB">.873</span>

</td></tr><tr><td style="width: 11.6771%;">**<span lang="EN-GB">3</span>**

</td><td style="width: 11.9168%;"><span lang="EN-GB">2.09</span>

</td><td style="width: 12.0353%;"><span lang="EN-GB">8.29</span>

</td><td style="width: 20.9724%;"><span lang="EN-GB">45.22</span>

</td><td style="width: 27.8837%;"><span lang="EN-GB">Drawing conclusions</span>

</td><td style="width: 15.6101%;"><span lang="EN-GB">.860</span>

</td></tr><tr><td style="width: 11.6771%;">**<span lang="EN-GB">4</span>**

</td><td style="width: 11.9168%;"><span lang="EN-GB">1.29</span>

</td><td style="width: 12.0353%;"><span lang="EN-GB">8.00</span>

</td><td style="width: 20.9724%;"><span lang="EN-GB">53.23</span>

</td><td style="width: 27.8837%;"><span lang="EN-GB">Usage of experimental equipment</span>

</td><td style="width: 15.6101%;"><span lang="EN-GB">.845</span>

</td></tr><tr><td style="width: 11.6771%;">**<span lang="EN-GB">5</span>**

</td><td style="width: 11.9168%;"><span lang="EN-GB">1.17</span>

</td><td style="width: 12.0353%;"><span lang="EN-GB">6.59</span>

</td><td style="width: 20.9724%;"><span lang="EN-GB">59.82</span>

</td><td style="width: 27.8837%;"><span lang="EN-GB">Participation in collaborative work</span>

</td><td style="width: 15.6101%;"><span lang="EN-GB">.779</span>

</td></tr><tr><td style="width: 11.6771%;">**<span lang="EN-GB">6</span>**

</td><td style="width: 11.9168%;"><span lang="EN-GB">1.01</span>

</td><td style="width: 12.0353%;"><span lang="EN-GB">5.40</span>

</td><td style="width: 20.9724%;"><span lang="EN-GB">65.22</span>

</td><td style="width: 27.8837%;"><span lang="EN-GB">Individualized tasks</span>

</td><td style="width: 15.6101%;"><span lang="EN-GB">.752</span>

</td></tr></tbody></table>

***<span lang="EN-GB"> </span>***

***<span lang="EN-GB"> </span>***

**<span lang="EN-GB">Results and discussion</span>**

<span lang="EN-GB"><span style="mso-tab-count: 1;"> </span>The Kruskal Wallis test was used to determine the differences in teacher’s assessment of students with different categories of disabilities during different phases of practical work in Nature and Society lesson.</span>

<span lang="EN-GB">Table 4 shows the estimated levels of difficulty when including students with disabilities in various forms of collaborative work with other students. The result χ² (3) = 26.75; p &lt; .01 shows that there are significant differences between different types of disabilities. Students with autism spectrum disorder and ADHD have statistically significantly more difficulty participating in forms of collaborative learning than students with other types of disabilities. The other research suggests that students with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) would face different kinds of collaborative learning challenges compared to students with other disabilities. Some studies have highlighted the fact that deficits in executive functions, self-regulation, and social communication—what really constitutes the core of both ASD and ADHD—have a damaging effect on the ability to participate successfully in joint forms of learning (DuPaul et al., 2015; Sedgwick-Müller et al., 2022). For example, students with ADHD often walk into post-secondary settings with diminished levels of engagement and relatively low self-evaluations regarding academic functioning. This impairs not only individual learning but also hinders effective participation in group activities requiring regulation and sustained attention (DuPaul et al., 2015; Cvitković et al., 2024). This result confirms the first hypothesis, and it is accepted.</span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-bidi-font-weight: bold;">Table 4</span>

*<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Engaging in forms of collaborative learning</span>*

**<span lang="EN-GB"> </span>**

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain1" id="bkmrk-type-of-developmenta" style="border-collapse: collapse; mso-table-layout-alt: fixed; border: none; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="453"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">Type of developmental disability</span>**

</td><td style="width: 49.6pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">N</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Mean Rank</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">χ²</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">df</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">p</span>**

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Intellectual difficulties</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">64</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">77.09</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">26.75</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">3</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">.000</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Autistic spectrum</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">25</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">65.62</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Language and speech difficulties</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">50</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">113.89</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">ADHD</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">31</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">73.11</span>

</td></tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Total</span>**

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">170</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri;"> </span>

</td></tr></tbody></table>

<span lang="EN-GB" style="font-size: 12.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin;"> </span>

<span lang="EN-GB" style="mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri;">Table 5 presents the results regarding the estimated levels of independent task-solving of individual tasks by students with disabilities. Result χ² (3) = 4.63; p &gt; .05 shows that there are no significant differences among students with different types of difficulties when independently performing individual tasks in practical work. According to this result, the second hypothesis is rejected. Independent problem-solving constitutes not only a major component of academic success but also of the likelihood of an individual becoming a lifelong learner. For students with disabilities, particularly those on the ASD or those who have ADHD, the independent execution of individual tasks may serve as an opportunity to demonstrate skill sets, but it may also present significant challenges. Much has been read about their difficulties in collaborative or dyadic learning situations but less about independent problem-solving (Nunes et al., 2024; Seiradakis, 2024).</span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-bidi-font-weight: bold;">Table 5</span>

*<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Independent solving of individual tasks</span>*

**<span lang="EN-GB"> </span>**

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain1" id="bkmrk-type-of-developmenta-1" style="border-collapse: collapse; mso-table-layout-alt: fixed; border: none; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="453"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">Type of developmental disability</span>**

</td><td style="width: 49.6pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">N</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Mean Rank</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">χ²</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">df</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">p</span>**

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Intellectual difficulties</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">64</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">78.27</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">4,63</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">3</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">,201</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Autistic spectrum</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">25</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">77.42</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Language and speech difficulties</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">50</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">94.76</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">ADHD</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">31</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">92.00</span>

</td></tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Total</span>**

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">170</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri;"> </span>

</td></tr></tbody></table>

<span lang="EN-GB" style="font-size: 12.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin;"> </span>

<span lang="EN-GB">The results (Table 6) relate to ​​the estimated use of applications adapted for students with disabilities, the results χ² (3) = 2.87; p &gt; 0.05, show that there are no significant differences among students with different types of disabilities. This result confirms the third hypothesis, and it is accepted.</span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-bidi-font-weight: bold;">Table 6</span>

*<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Using an application suitable for students with disabilities</span>*

**<span lang="EN-GB"> </span>**

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain1" id="bkmrk-type-of-developmenta-2" style="border-collapse: collapse; mso-table-layout-alt: fixed; border: none; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="453"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">Type of developmental disability</span>**

</td><td style="width: 49.6pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">N</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Mean Rank</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">χ²</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">df</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">p</span>**

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Intellectual difficulties</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">64</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">79.87</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">2.87</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">3</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">.413</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Autistic spectrum</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">25</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">80.72</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Language and speech difficulties</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">50</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">92.84</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">ADHD</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">31</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">92.08</span>

</td></tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Total</span>**

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">170</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri;"> </span>

</td></tr></tbody></table>

<span lang="EN-GB" style="font-size: 12.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin;"> </span>

<span lang="EN-GB">A particular area of ​​interest in the research was to see how students with different types of disabilities independently complete practical tasks, according to the teacher’s estimates. Earlier results showed that students with some categories of disabilities have more difficulty when practical tasks are done in groups. Here, the results χ² (3) = 21.78; p &lt; .01 (Table 7) show that there are significant differences. It is evident that students with autism spectrum disorders and students with intellectual disabilities have the most difficulty with independent work. This result confirms the fourth hypothesis, and it is accepted.</span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-bidi-font-weight: bold;">Table 7</span>

*<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Independent performance of practical tasks</span>*

**<span lang="EN-GB"> </span>**

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain1" id="bkmrk-type-of-developmenta-3" style="border-collapse: collapse; mso-table-layout-alt: fixed; border: none; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="453"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">Type of developmental disability</span>**

</td><td style="width: 49.6pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">N</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Mean Rank</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">χ²</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">df</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">p</span>**

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Intellectual difficulties</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">64</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">72.45</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">21.78</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">3</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">.000</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Autistic spectrum</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">25</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">69.38</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Language and speech difficulties</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">50</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">110.43</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">ADHD</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">31</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">85.23</span>

</td></tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Total</span>**

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">170</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri;"> </span>

</td></tr></tbody></table>

<span lang="EN-GB" style="font-size: 12.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin;"> </span>

<span lang="EN-GB">Since the most important phase of practical work is drawing conclusion, the level of estimated difficulty encountered by students with difficulties in drawing conclusions after practical work was examined. The results χ² (3) = 23.12; p &lt; .01 show that there is a statistically significant difference in students with different types of difficulties (Table 8). It is evident that students with autism spectrum disorders and students with intellectual disabilities experience the greatest difficulty in drawing conclusions. This result confirms the fifth hypothesis, and it is accepted.</span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-bidi-font-weight: bold;">Table 8</span>

*<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Drawing conclusions after practical tasks</span>*

**<span lang="EN-GB"> </span>**

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain1" id="bkmrk-type-of-developmenta-4" style="border-collapse: collapse; mso-table-layout-alt: fixed; border: none; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="453"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">Type of developmental disability</span>**

</td><td style="width: 49.6pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">N</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Mean Rank</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">χ²</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">df</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">p</span>**

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Intellectual difficulties</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">64</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">69.46</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">23.12</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">3</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">.000</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Autistic spectrum</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">25</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">69.78</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Language and speech difficulties</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">50</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">107.71</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">ADHD</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">31</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">98.74</span>

</td></tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Total</span>**

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">170</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri;"> </span>

</td></tr></tbody></table>

<span lang="EN-GB" style="font-size: 12.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin;"> </span>

<span lang="EN-GB"><span style="mso-tab-count: 1;"> </span>Results χ² (3) = 12.05; p &lt; .01 of estimated usage of experimental equipment among students with disabilities show that there are significant differences across different types of disabilities (Table 9). Once again, the results show that students with autism spectrum disorders and students with intellectual disabilities have the most difficulties. These results confirm the sixth hypothesis, and it is accepted. Grigoryeva et al. (2021) show in their research that the equipment may help lessen the uncertainty that occurs during practical tasks for students with disabilities. It is therefore concluded from their findings that modified educational equipment plays a major role in the academic adaptation of these students by offering structured, predictable interactions with practical tasks. The strategic use of adapted equipment helps reduce cognitive load and allows students to keep their focus on the task.</span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-bidi-font-weight: bold;">Table 9</span>

*<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;">Use of experimental equipment</span>*

**<span lang="EN-GB"> </span>**

<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Plain1" id="bkmrk-type-of-developmenta-5" style="border-collapse: collapse; mso-table-layout-alt: fixed; border: none; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="453"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">Type of developmental disability</span>**

</td><td style="width: 49.6pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">N</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Mean Rank</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext;">χ²</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">df</span>**

</td><td style="width: 49.65pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-left: none; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">p</span>**

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Intellectual difficulties</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">64</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">75.56</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">12.05</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">3</span>

</td><td rowspan="5" style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">.007</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Autistic spectrum</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">25</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">71.84</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Language and speech difficulties</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">50</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">102.94</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">ADHD</span>

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">31</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 9.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; color: black;">88.90</span>

</td></tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"><td style="width: 91.9pt; border: solid #BFBFBF 1.0pt; mso-border-themecolor: background1; mso-border-themeshade: 191; border-top: none; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" width="123">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">Total</span>**

</td><td style="width: 49.6pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt;" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri; color: black;">170</span>

</td><td style="width: 49.65pt; border-top: none; border-left: none; border-bottom: solid #BFBFBF 1.0pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; border-right: solid #BFBFBF 1.0pt; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="66"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Calibri;"> </span>

</td></tr></tbody></table>

**<span lang="EN-GB"> </span>**

<span lang="EN-GB" style="mso-bidi-font-family: Calibri;">In examining the participation of students with disabilities in practical work during Nature and Society classes, this research highlights the multifaceted challenges these students face, which extend beyond physical limitations. This necessitates a critical reflection on current teaching methodologies and the importance of implementing adaptive strategies that consider the unique needs of these students. This suggests that teachers must not only focus on the barriers but also recognize the potential strengths that may emerge from these challenges. Furthermore, the difficulties faced by the children with various disabilities underscore the urgent need for adjusted support systems that promote social integration and collaboration in group activities. </span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri;">The results of this research support the initial hypothesis that, during most phases of practical work, students with different types of difficulties will show more difficulties during their work. This was shown in the first, fourth, fifth and sixth hypotheses. These hypotheses are related to the first hypothesis on participation in common forms of work, where it was shown that students with difficulties from the spectrum of autism and ADHD have the most difficulties in performing their work. In the other three confirmed hypotheses, which are related to the independent execution of practical work, drawing conclusions after practical work and use of equipment for experiments, it turned out that the students with intellectual disabilities and the students with disorders from the autism spectrum have the most difficulties. When the second and third hypotheses were rejected, the results showed that, when independently solving individual tasks using an application suitable for students with disabilities, there were no statistically significant differences among students with different types of disabilities.</span>

<span lang="EN-GB">The results indicated that students with disorders from autistic spectrum and ADHD indeed faced the most significant challenges while participating in practical work. This aligns with previous research suggesting that these students often struggle with social interactions and attention regulation, which are critical for collaborative and hands-on activities (Murray et al., 2019). In terms of independent execution of practical work, drawing conclusions, and using experimental equipment, students with intellectual disabilities and those on the autism spectrum exhibited the most pronounced difficulties. This finding corroborates existing literature that highlights the cognitive and processing challenges faced by these groups of students (Laugeson et al., 2009; García-Vázquez et al., 2023) Conversely, the rejection of the second and third hypotheses suggests that, when provided with appropriate support, such as the use of assistive technology, students with disabilities can perform tasks independently without significant differences in outcomes. This finding is consistent with studies advocating for the integration of technology to support learning among students with disabilities (Alper &amp; Raharinirina, 2006). Broader school contexts and feelings of belonging in primary education relate to the successful integration of experimental equipment. Personal and contextual factors, as reported by Vaz et al. (2015), include classroom involvement and learning environments that support students' academic outcomes and their overall sense of belonging. Though their study mainly focuses on school belongingness, thoughtfully designed experimental equipment contributes to an inclusive educational framework that brings together both academic performance and social integration for students with disabilities. The confirmed hypotheses underscore the necessity for tailored instructional strategies that address the unique challenges faced by the students with autistic spectrum disorders and ADHD during their practical work. Teachers must consider social and cognitive demands of practical tasks and implement structured support systems to facilitate participation and engagement. The rejection of the second and third hypotheses highlights the potential of assistive applications in levelling the playing field for students with disabilities. This suggests that teachers should prioritize integration of technology in practical work to enhance accessibility and independence.</span>

<span lang="EN-GB"> </span>

**<span lang="EN-GB">Conclusion</span>**

**<span lang="EN-GB"><span style="mso-tab-count: 1;"> </span></span>**<span lang="EN-GB">The results of this research have shown that, in practice, unresolved challenges remain for students with disabilities during practical work in science and social studies. Teacher assessments have indicated that some categories of disabled students are more inclined to face difficulties, thereby underscoring the need to alter the methods when working with such groups. Each category of disability is particular and requires some modifications to enable a student to take part in the activity with minimal hindrance. This makes it imperative to reflect critically on existing teaching practices and underscores how adaptive strategies addressing the specific needs of these students can make a meaningful difference. These factors contributed collectively to making learning more organized. Students could adjust their specific difficulties by developing a sense of responsibility and autonomy in the learning process. Furthermore, educational institutions and teachers should prioritize integrating these adaptive strategies into curricula to aid students with different sets of needs while further promoting inclusivity in the learning environment and encouraging effectiveness.</span>

<span lang="EN-GB"><span style="mso-tab-count: 1;"> </span>As the initial assumptions of this research assumed, it turned out that students with autism spectrum disorders and ADHD have more difficulties during different phases of practical work. These results indicate that, in practice, work is not sufficiently or appropriately adapted to students with these types of difficulties, and it is important to emphasize to teachers the need for greater consideration when adapting work for students with these types of difficulties. It is necessary to take much more account of the specifics of the individual difficulties that a student has and that they require different methods of adaptation to enable these students to successfully participate in practical work.</span>

<span lang="EN-GB" style="mso-bidi-font-family: Calibri;">Future studies should explore the effectiveness of specific interventions and the role of peer support in facilitating participation of students with disabilities. By addressing these interconnected challenges and gaps, teachers can optimize the educational experiences of all students, ultimately contributing to a more inclusive and equitable learning environment.</span>

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<span class="apple-style-span"><span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri;"> </span></span>

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<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="sr-Latn-BA">Sedgwick-Müller, J., Müller-Sedgwick, U., Adamou, M., Catani, M., Champ, R. E., Gudjónsson, G. H., … &amp; Asherson, P. (2022). University Students with Attention Deficit Hyperactivity Disorder (ADHD): a Consensus Statement from the UK Adult ADHD Network (UKAAN). *BMC Psychiatry, 22*(1), 292. </span></span></span>[<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="sr-Latn-BA">https://doi.org/10.1186/s12888-022-03898-z</span></span></span>](https://doi.org/10.1186/s12888-022-03898-z)<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"> </span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="sr-Latn-BA">Seiradakis, M. (2024). Online Learning and Invisible Disability: Exploring Greek EFL students’ experiences. *European Journal of Education Studies, 11*(1).</span></span></span><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="sr-Latn-BA" style="mso-ansi-language: EN-US;"> </span></span></span><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="EN-US" style="mso-ansi-language: EN-US;"> DOI: 10.46827/ejes.v11i1.5153</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Schunk, D. H. (2012). *Learning Theories: An Educational Perspective* (6th ed.). Pearson.</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">Tretyakov, D. A. (2024). On the Development of Natural Science Literacy. *Chemistry at School*, *4*(2024), 40-41. </span></span></span>[<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;">http://dx.doi.org/10.62709/0368-5632-2024-4-40-41</span></span></span>](http://dx.doi.org/10.62709/0368-5632-2024-4-40-41)<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;"> </span></span></span>

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<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Weng, X., Chiu, T. K., &amp; Tsang, C. C. (2022). </span></span></span><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Promoting Student Creativity and Entrepreneurship through Real-World Problem-Based Maker Education. *Thinking Skills and Creativity*, *45*, 101046. </span></span></span>

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<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="EN-GB"> </span></span></span>

<div id="bkmrk--5" style="mso-element: footnote-list;"><div id="bkmrk--6" style="mso-element: footnote;"></div></div><table border="0" id="bkmrk-2nd-international-sc" style="width: 100%;"><tbody><tr><td class="align-right" style="width: 34.7886%;">  
[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr></tbody></table>

## **<span lang="EN-GB">Sudjelovanje učenika s različitim vrstama teškoća tijekom praktičnih radova u razrednoj nastavi Prirode i društva</span>**

<table border="0" id="bkmrk-abstract-keywords-%C2%A0"><tbody><tr><td>##### **Sažetak**

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<span class="apple-style-span"><span lang="EN-GB" style="mso-bidi-font-family: Calibri;">Metoda praktičnoga rada najviše se koristi u nastavi Prirode i društva s ciljem uvođenja učenika u prirodoslovlje. Jedan od glavnih ciljeva ovog predmeta je razvoj prirodoslovne pismenosti te je važno naučiti učenike pravilnim postupcima znanstvenih metoda. Od prvog razreda učenici razredne nastave obavljaju praktičan rad koji zahtijeva različite razine kognitivnih, afektivnih i psihomotoričkih postignuća. Ovo je područje poseban izazov za učenike s teškoćama te je važno točno utvrditi s kojim dijelom nastavnog procesa imaju najviše poteškoća, s obzirom na vrstu njihove teškoće u razvoju, kako bi se utvrdili najprikladniji načini prilagodbe praktičnoga rada kod različitih vrsta teškoća kod učenika.</span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-bidi-font-family: Calibri;">Podaci korišteni za ovo istraživanje prikupljeni su pomoću upitnika izrađenog za potrebe ovog istraživanja, a koji je dio šireg istraživanja Didaktičko-metodičke poteškoće u razrednoj nastavi s učenicima s posebnim obrazovanjem (IP-ODHZ-11-2021). U istraživanju je sudjelovalo 309 učitelja razredne nastave koji su tijekom nastave ocjenjivali učenike s teškoćama u razvoju prema zadanim kriterijima. Korištene su neparametrijske statističke metode, a rezultati pokazuju da tijekom grupnog i praktičnog rada te donošenja zaključaka nakon praktičnog rada najviše teškoća imaju učenici s poremećajem iz autističnog spektra. Ovi rezultati ukazuju na potrebu dodatnih prilagodbi za sudjelovanje učenika s teškoćama u praktičnom radu, posebice učenika s poremećajem iz spektra autizma. Ukazuje se na potrebu vizualnijeg pristupa zadavanju i rješavanju zadataka praktičnih radova.</span></span>

<span lang="EN-GB"> </span>

  
</td></tr><tr><td>***Ključne riječi:***

</td></tr><tr><td><span lang="SK"><span lang="EN-GB" style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold;">prilagodbe nastave; Priroda i društvo; praktični rad; razredna nastava; učenici s teškoćama u razvoju; </span></span>

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