Participation of students with different types of difficulties during practical work in the subject Nature and Society in primary classroom teaching
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Teaching (Today for) Tomorrow: Bridging the Gap between the Classroom and Reality 3rd International Scientific and Art Conference |
Katarina Šarčević Ivić-Hofman, Luka PongračićDepartment of Social Sciences and Humanities ksihofman@unisb.hr |
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| Section - Education for social and cultural diversity | Paper number: 028 |
Category: Previous announcement |
Abstract |
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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. 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. |
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Key words: |
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Nature and Society; practical work; primary classroom teaching; students with disabilities; teaching adaptations. |
Introduction
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; Valladares, 2021). 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; Manzano-León et al., 2021; Öztürk et al., 2022; Weng et al., 2022).
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 & Mažar (2023), teachers' involvement with nature is crucial for the successful delivery of this subject in Croatian schools. Teachers in these settings 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.
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 record behaviours like initiating questions, responding to discussions, working with others, and completing assigned tasks can provide this information (Arendse & 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).
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 (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.
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 et al., 2019; 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).
In addressing practical challenges faced by students with various difficulties, effective adaptations in educational settings have proven to be instrumental. 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 in the face of adversity 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.
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 & Ma, 2022).
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.
Methods
Aim of the research
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.
In doing so, the study examines teacher assessments to determine whether there are differences in:
Hypothesis
The following hypothesis is derived from the aim of the research:
H1 Teachers estimate that there are statistically significant differences between students with different types of difficulties during collaborative work.
H2 Teachers estimate that students with different types of difficulties have statistically significant differences in independence when solving individualized practical work tasks.
H3 Teachers estimate that applications appropriate for students with disabilities are sufficiently adapted for all types of disabilities.
H4 Teachers estimate that there is a statistically significant difference in independence when performing practical tasks among students with different types of disabilities.
H5 Teachers estimate that students with intellectual disabilities experience greater difficulty in drawing conclusions from practical work compared to students with other types of disabilities.
H6 Teachers estimate that there is a statistically significant difference between students with different types of developmental disabilities when using experimental equipment.
Participants
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).
Table 1
Characteristics of participants
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Characteristics of participants |
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N / % |
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Gender |
Male Female |
2 / 3.2% 60 / 96.8% |
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Age |
26 – 36 37 – 47 48 – 58 59 and above |
7 / 11.3% 23 / 37.1% 24 / 38.7% 8 / 12.9% |
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Level of education |
College degree University degree Master’s degree/PhD |
14 / 22.6% 43 / 69.4% 5 / 8.1% |
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Professional experience |
1 – 10 11-21 22-32 33 and above |
9 / 14.5% 20 / 32.2% 23 / 37.1% 10 / 16.1% |
Instrument
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).
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).
Procedure of research
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 < .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.
Factor and reliability analysis
The prerequisites for conducting factor analysis have been verified, the first is the Kaiser-Meyer-Olkin test whose coefficient is KMO = 0,920; p < 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.
Table 2
KMO and Bartlett's Test
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Kaiser-Meyer-Olkin Measure of Sampling Adequacy |
.92 |
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Bartlett's Test of Sphericity |
Approx. Chi-Square |
4040.82 |
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df |
528 |
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p |
.000 |
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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).
Table 3
Variance table
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Component |
Initial value |
Variance % |
Cumulative variance % |
Variable |
Cronbach alpha |
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1 |
13.23 |
20.29 |
20.29 |
Independence |
.906 |
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2 |
2.78 |
16.65 |
36.93 |
Usage of appropriate applications |
.873 |
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3 |
2.09 |
8.29 |
45.22 |
Drawing conclusions |
.860 |
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4 |
1.29 |
8.00 |
53.23 |
Usage of experimental equipment |
.845 |
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5 |
1.17 |
6.59 |
59.82 |
Participation in collaborative work |
.779 |
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6 |
1.01 |
5.40 |
65.22 |
Individualized tasks |
.752 |
Results and discussion
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.
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 < .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.
Table 4
Engaging in forms of collaborative learning
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Type of developmental disability |
N |
Mean Rank |
χ² |
df |
p |
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Intellectual difficulties |
64 |
77.09 |
26.75 |
3 |
.000 |
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Autistic spectrum |
25 |
65.62 |
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Language and speech difficulties |
50 |
113.89 |
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ADHD |
31 |
73.11 |
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Total |
170 |
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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 > .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).
Table 5
Independent solving of individual tasks
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Type of developmental disability |
N |
Mean Rank |
χ² |
df |
p |
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Intellectual difficulties |
64 |
78.27 |
4,63 |
3 |
,201 |
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Autistic spectrum |
25 |
77.42 |
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Language and speech difficulties |
50 |
94.76 |
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ADHD |
31 |
92.00 |
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Total |
170 |
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The results (Table 6) relate to the estimated use of applications adapted for students with disabilities, the results χ² (3) = 2.87; p > 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.
Table 6
Using an application suitable for students with disabilities
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Type of developmental disability |
N |
Mean Rank |
χ² |
df |
p |
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Intellectual difficulties |
64 |
79.87 |
2.87 |
3 |
.413 |
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Autistic spectrum |
25 |
80.72 |
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Language and speech difficulties |
50 |
92.84 |
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ADHD |
31 |
92.08 |
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Total |
170 |
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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 < .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.
Table 7
Independent performance of practical tasks
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Type of developmental disability |
N |
Mean Rank |
χ² |
df |
p |
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Intellectual difficulties |
64 |
72.45 |
21.78 |
3 |
.000 |
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Autistic spectrum |
25 |
69.38 |
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Language and speech difficulties |
50 |
110.43 |
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ADHD |
31 |
85.23 |
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Total |
170 |
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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 < .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.
Table 8
Drawing conclusions after practical tasks
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Type of developmental disability |
N |
Mean Rank |
χ² |
df |
p |
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Intellectual difficulties |
64 |
69.46 |
23.12 |
3 |
.000 |
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Autistic spectrum |
25 |
69.78 |
|||
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Language and speech difficulties |
50 |
107.71 |
|||
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ADHD |
31 |
98.74 |
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Total |
170 |
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Results χ² (3) = 12.05; p < .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.
Table 9
Use of experimental equipment
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Type of developmental disability |
N |
Mean Rank |
χ² |
df |
p |
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Intellectual difficulties |
64 |
75.56 |
12.05 |
3 |
.007 |
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Autistic spectrum |
25 |
71.84 |
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Language and speech difficulties |
50 |
102.94 |
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ADHD |
31 |
88.90 |
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Total |
170 |
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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.
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.
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 & 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.
Conclusion
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.
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.
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.
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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 |
Sudjelovanje učenika s različitim vrstama teškoća tijekom praktičnih radova u razrednoj nastavi Prirode i društva
Sažetak |
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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. 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.
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Ključne riječi: |
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prilagodbe nastave; Priroda i društvo; praktični rad; razredna nastava; učenici s teškoćama u razvoju; |