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Jasna Kudek

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University of Oxford

Kwantlen Polytechnic University

Shaun Gallagher

University of Memphis

Guillaume Dumas

Université de Montréal

Mehmet Akif KILIC

Sağlık Bilimleri Üniversitesi

Victoria University of Wellington

Grinnell College

marcia denise pletsch

Universidade Federal Rural do Rio de Janeiro

Claudio Robazza

Università degli Studi "G. d'Annunzio" Chieti Pescara

Dragos Simandan

Brock University

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Papers by Jasna Kudek

Uloga edukacijskog rehabilitatora - stručnog suradnika u inkluzivnoj školi

The Assessment of the Competences of the Teacher Training College Students and the Teachers for Inclusive Practice /Procjene kompetentnosti studenata Učiteljskog studija i učitelja za inkluzivnu praksu

Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, Aug 25, 2016

The aim of this study was to identify the differences in the opinions of students from the Depart... more The aim of this study was to identify the differences in the opinions of students from the Department of Teacher Education Studies and the teachers in regular primary schools on the acquired competences for inclusive education. The study is based on their personal assessment of the degree of qualifications for the application of certain components of inclusive education of students with disabilities. The study included 212 third-year students and 127 fifth-year students from the Department of Teacher Education Studies and 151 teachers from regular primary schools. The scale of assessment of competences for inclusive education encompassed assessment components of their own abilities to identify the students with disabilities and their knowledge of the specifics of their individual problems, the knowledge of didactic and methodological approaches, the skill to provide the necessary individualized support, the knowledge of communication skills in partnership with parents and the readiness for teamwork and collaboration with other staff members in school. The analysis has shown that the students are more willing to initiate processes for providing the necessary support in accordance with the legal provisions, as well as to initiate activities for the affirmation of the students' rights placing an emphasis on the importance of teamwork, while the teachers are more competent in communication with parents and counselling and also in joint cooperation with other experts. The results also reveal a greater competence of the teachers and the third-year students in lesson planning and design of specific teaching material and individualized educational programmes, while the fifth-year students, along with the teachers, are

Specifičnosti provođenja metoda prilagodbe i individualiziranih postupaka u radu s učenicima s teškoćama

Research in education and rehabilitation, 2018

The Assessment of the Competences of Students at the Department of Teacher Education Studies and of the Teachers for Inclusive Practice

Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, May 30, 2016

Creating a Stimulating Inclusive Environment in Preschool Teaching

It has been proven that only high-quality services of competent preschool teachers lead to benefi... more It has been proven that only high-quality services of competent preschool teachers lead to benefits, whereas low quality services have a significant negative effect on children and society overall. If preschool teachers are competent for planning and creating stimulating, acceptable and inclusive activities, the effect is evident not only in the child’s overall development, but also in the quality of their own work and the preschool institution in general. The questionnaire on creating an inclusive environment was distributed to 204 preschool teachers working in early childhood education institutions in Croatia. The aim was to examine the extent to which preschool teachers plan and create an inclusive environment in early childhood institutions with emphasis on offering educational support and development of social skills and habits in children. The statements were interpreted and elaborated through a qualitative analysis of frequencies. The results show preschool teachers’ high awareness of creating an inclusive environment, though there is still lack of methods for adapting work with children with special educational needs. Reforms should certainly give priority to issues of quality and continuous professional development of preschool teachers.

Students’ Mental Health and Teacher Support During the COVID-19 Pandemic

ICERI proceedings, Nov 1, 2022

Family in Focus – Research into the Attitudes and Practices of Preschool Teachers in the Time of the COVID-19 Pandemic

Inclusive practice in education institutions implies that differences are excluded, not just by r... more Inclusive practice in education institutions implies that differences are excluded, not just by respecting and tolerating them but also by designing educational activities aimed at creating a supportive and inclusive environment, especially in the time of the COVID-19 pandemic. Preschool teachers who know how to communicate very well show their respect towards parents, take their worries, feelings and questions into account as important indicators which deepen the mutual understanding necessary for ensuring the child's optimal development. The role of preschool teachers thus becomes more complex and demanding, which means that they continuously need to learn new things, develop new competences, and consequently improve the partnership based on reciprocity and togetherness. The aim of this paper is to establish the specificities of inclusive practice through self-assessment of preschool teachers' (N=438) competences for cooperation with parents, and the Questionnaire about the inclusive practise and partnership cooperation between preschool teachers and parents during the outof-the-ordinary life circumstances caused by the COVID-19 pandemic was used for that purpose. The obtained results are presented in the form of basic descriptive values, the Pearson correlation coefficient and the ANOVA test were used to support them statistically, and the post-hoc analysis (Fisher's LSD test) was performed in order to establish the differences. The results have shown that the preschool teachers, who obtained more professional development, consider themselves more competent in online work and think they are better at giving instructions and feedback to parents via digital media. The study indicates the significance of preschool teachers' lifelong training, which should help them acquire new competences for the partnership with parents as viewed from the perspective of educational inclusion.

The Application of Art-Expressive Techniques on Children with Chronic Disease in the Field of Education and Rehabilitation

Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, Sep 28, 2020

During the past two decades the integrative approach which includes art-expressive techniques to ... more During the past two decades the integrative approach which includes art-expressive techniques to encourage awareness and social and emotional development has begun to develop more intensely in the field of applied education and rehabilitation sciences. Within the framework of childhood chronic diseases, the field of psychosocial oncology has particular significance for the expansion of professional competences and the development of interdisciplinary communication. The experiences from paediatric oncology show that facing a disease and understanding its state is very traumatic and stressful experience for the child. Therefore, the aim of this paper is to indicate the importance of the influence of art-expressive techniques through the application of different media as an integrative approach. The paper aims to highlight the significance of art-expressive techniques applied to children suffering from malignant diseases in facing the physical and emotional stress during hospitalization. The implementation of art-expressive techniques took place in the paediatric ward for haematology and oncology of the Clinic for Children's Diseases in Zagreb. The significance of the psychosocial support is emphasized through the application of children's stories, drawings and pictures which can help the child's emotional state. The results of the monitoring of the applied techniques indicated a positive effect on children who suffer pain and existential tension. Key words: integrative approach; malignant diseases in childhood; psychosocial support; supportive and therapeutic interventions

Osmišljavanje inkluzivnoga odgojno-obrazovnog procesa - Samoprocjena odgojitelja i učitelja

Nova prisutnost, Nov 21, 2020

Razlike u primjeni strategija podrške za individualizirano poučavanje kod osnovnoškolskih učitelja

Imajući u vidu da učitelji 21. stoljeća u poučavanju trebaju biti vješti u korištenju različitih ... more Imajući u vidu da učitelji 21. stoljeća u poučavanju trebaju biti vješti u korištenju različitih strategija rada, kako za učenike tipičnoga razvoja, tako i za učenike s teškoćama, cilj ovoga istraživanja je utvrditi razlike među učiteljima u redovitim osnovnim školama o tome koje strategije, tj. didaktičko-metodičku podršku odabiru i primjenjuju za uspješno individualizirano poučavanje učenika u redovitim školama, s obzirom na metode, sredstva, oblike, odnosno postupke kojima se najviše koriste. Uzorak čine učitelji od prvoga do osmoga razreda (N=410) iz redovitih osnovnih škola u Republici Hrvatskoj. U istraživanju je postavljena hipoteza da postoji statistički značajna razlika između učitelja od prvoga do četvrtoga razreda i učitelja od petoga do osmoga razreda u strategijama podrške koje primjenjuju za uspješno individualizirano poučavanje. Rezultati pokazuju da učitelji od prvoga do četvrtoga razreda više koriste, izmjenjuju i individualiziraju različite nastavne metode, postupke i oblike rada s učenicima te se više koriste suvremenim oblicima u nastavi poput digitalnih obrazovnih sadržaja. Rezultatima se želi ukazati na stupanj individualizirane odgojno-obrazovne prakse, s posebnim osvrtom na dileme i izazove koji proizlaze iz rezultata istraživanja. Te su dileme i izazovi s jedne strane usmjereni na kompetencije učitelja bez kojih kvalitetno poučavanje u nastavi nije moguće, a s druge strane na sam proces, odnosno mijenjanje načina poučavanja kako bi se približili potrebnim standardima pedagoške prakse 21. stoljeća temeljene na pokazateljima uspješnosti.

Differences in The Application of Strategic Support in Individualized Teaching with Primary School Teachers

Bearing in mind that the 21st century teaching teachers need to be skilled in using different edu... more Bearing in mind that the 21st century teaching teachers need to be skilled in using different educational strategies, both for typical development students and for students with learning difficulties, the aim of this study is to identify the differences in the assessments of teachers in regular primary schools on what strategies, i.e. didactic-methodical support are selected and applied for successful individualized teaching of students in regular schools, in the methods, tools, forms, or procedures which are most used. The research is represented with both teachers in class teaching and teachers in subject teaching of primary schools (N=410) from the wider part of the Republic of Croatia. The hypothesis is that there are statistically significant differences between the teachers in class teaching and the teachers in subject teaching in implementing support strategies for successful individualized teaching. The results show that teachers from class teaching more than the subject teachers exchange and individualize different teaching methods, procedures and forms. They use more modern forms of teaching such as digital educational learning materials. The results are intended to indicate the degree of individualized educational practice, with a particular focus on the dilemmas and challenges arising from the results of the research. These dilemmas and challenges, on the one hand, are focused on the competences of teachers without which good teaching is impossible, and on the other hand, the process itself, the changing of teaching, in order to approach the required standards of pedagogical practice of the 21st century based on the performance indicators.

Značaj individualiziranog odgojno-obrazovnog programa u radu s učenicima s ADHD poremećajem

Relaksacijske tehnike u službi liječenja

Dijete, vrtić, obitelj : Časopis za odgoj i naobrazbu predškolske djece namijenjen stručnjacima i roditeljima, Jun 10, 2012

Relaksacijske tehnike u službi liječenja Kronična bolest i liječenje stvaraju tjelesni i emociona... more Relaksacijske tehnike u službi liječenja Kronična bolest i liječenje stvaraju tjelesni i emocionalni stres kod djece koja su zbog hospitalizacije odvojena od svojih obitelji, okoline i vršnjaka. U okviru komplementarnih suportivno-terapijskih pristupa, tehnike opuštanja mogu biti korisne u uvjetima hospitalizacije kako kod odraslih, tako i kod djece. Holistički pristup u liječenju uključuje relaksacijske tehnike u smanjenju tjeskobe, podizanju raspoloženja i kvalitete života.

THE INTERNET AND CHILDREN'S RESPONSIBILITIES. An Analysis of the Relationship Between the Use of Internet and Everyday Responsibilities of Primary School Children in Zagreb

Socijalna ekologija : časopis za ekološku misao i sociologijska istraživanja okoline, Apr 7, 2015

Sažetak U radu se analizira utjecaj korištenja interneta na svakodnevne obaveze djece. Rad se tem... more Sažetak U radu se analizira utjecaj korištenja interneta na svakodnevne obaveze djece. Rad se temelji na analizi rezultata empirijskog istraživanja o korištenju interneta provedenog u ožujku 2013. godine u jednoj osnovnoj školi u Zagrebu. Istraživanje je provedeno usmenom anketom (grupno anketiranje) na učenicima viših razreda (N=272). Korištenje interneta analizira se pomoću sljedećih pokazatelja: način i učestalost pristupa internetu, svakodnevno korištenje, postojanje kontrole roditelja, postojanje i pridržavanje dogovora s roditeljima o korištenju interneta i najčešće korišteni sadržaji na internetu. Pod "svakodnevnim obavezama" djece u radu se podrazumijevaju učenje i pisanje zadaća izvan škole te obavljanje nekih kućanskih poslova. U radu se polazi od opće hipoteze da korištenje internetom predstavlja važnu aktivnost u svakodnevnom životu djece koja, između ostalog, utječe i na količinu vremena posvećenog ispunjavanju svakodnevnih obaveza. U pregledu i analizi osnovnih rezultata istraživanja navedeni pokazatelji analiziraju se s obzirom na spol, dob i razred ispitanika. U radu se postavlja i više radnih hipoteza na kojima se temelji analiza utjecaja korištenja interneta na svakodnevne obaveze djece. Rezultati analize potvrđuju veći dio radnih hipoteza, dok manji dio radnih hipoteza nije potvrđen.

Učenici s teškoćama i izazovi obrazovne prakse

Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, May 28, 2015

It is well known that all educational policies promote inclusion as the major idea in a contempor... more It is well known that all educational policies promote inclusion as the major idea in a contemporary system of education. Inclusive education allows children with and without disabilities to attend the same age-appropriate classes at their local school, with additional, individually tailored support if needed. However, large equity gaps in education access and outcomes still exist between groups of children, because some marginalized groups of children experience shockingly low rates of access and learning. Children with disabilities are still faced with a lot of challenges in realizing their right to education and they are one of the most marginalized and excluded groups in education. The Croatian laws clearly indicate that disabled children have the right to an inclusive education and that schools have to provide conditions which lead to successful education of all children. A question arises, however, regarding the level at which the Law is implemented in educational practice, due to the fact that it is unknown whether the conditions for its proper implementation exist in Croatian schools. Some results of the research which was conducted in the frame of the project "Evidencebased early educational interventions" are presented in this paper. The main goals of the research are (1) to determine areas in which students with disabilities need additional support and (2) to analyse differences in the perceived inclusive dimension of the quality of educational processes, from the perspective of teachers as well as from the perspective of students, in five mainstream Croatian primary schools. The research was conducted on a sample of 97 students with disabilities and 97 of their peers without disabilities. Students and their teachers filled in two Questionnaires about students' behaviours that were developed for the purpose of the Project (the Questionnaire for students and the Questionnaire for teachers). The results

Dijete s malignim oboljenjem i klinička procjena utjecaja komplementarnih suportivno-terapijskih programa

Hrvatska Revija za Rehabilitacijska Istraživanja, Jul 19, 2010

Preschool Teachers’ Perception of Their Satisfaction with Working Conditions and the Status of the Teaching Profession

Research shows that professionals in the educational system feel more satisfied when they are val... more Research shows that professionals in the educational system feel more satisfied when they are valued at work, when employers acknowledge their work and value their professional ideas. Since there is little research on preschool teachers' satisfaction, this research aims to analyze the perception of their satisfaction with working conditions and the status of the teaching profession. The research involved 536 preschool teachers in Croatia. Using a survey questionnaire with open-ended questions and a qualitative analysis, the research aim was to explore preschool teachers' perception of their satisfaction with working conditions and the status of their profession in society. The results show that preschool teachers are satisfied when there is a pleasant and stimulating working atmosphere, which includes good relationships and connections with colleagues, parents and children, but they are not satisfied with technical, material and organizational conditions. Their perception of satisfaction with the social status of the teaching profession mostly relates to their position in the early childhood and preschool education system. The participants highlight they are not perceived as competent and educated experts and their professional advancement is difficult or impossible. They also critically refer to the employment practice in some preschool institutions where insufficiently competent persons, i.e. persons with inadequate professional qualifications work as preschool teachers. The research results are an incentive for a deeper understanding of the possibilities to improve preschool teachers' employment and professional development and thus improve the quality of their life and work.

Planiranje pristupa i oblika podrške osnovnoškolskih učitelja u poučavanju učenika s teškoćama

Mišljenja učitelja i stručnih suradnika redovnih škola o uključivanju djece s teškoćama

Podrška djetetu s teškoćom socijalne integracije kroz partnerstvo udomiteljske obitelji i predškolske ustanove

Uloga edukacijskog rehabilitatora - stručnog suradnika u inkluzivnoj školi

The Assessment of the Competences of the Teacher Training College Students and the Teachers for Inclusive Practice /Procjene kompetentnosti studenata Učiteljskog studija i učitelja za inkluzivnu praksu

Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, Aug 25, 2016

The aim of this study was to identify the differences in the opinions of students from the Depart... more The aim of this study was to identify the differences in the opinions of students from the Department of Teacher Education Studies and the teachers in regular primary schools on the acquired competences for inclusive education. The study is based on their personal assessment of the degree of qualifications for the application of certain components of inclusive education of students with disabilities. The study included 212 third-year students and 127 fifth-year students from the Department of Teacher Education Studies and 151 teachers from regular primary schools. The scale of assessment of competences for inclusive education encompassed assessment components of their own abilities to identify the students with disabilities and their knowledge of the specifics of their individual problems, the knowledge of didactic and methodological approaches, the skill to provide the necessary individualized support, the knowledge of communication skills in partnership with parents and the readiness for teamwork and collaboration with other staff members in school. The analysis has shown that the students are more willing to initiate processes for providing the necessary support in accordance with the legal provisions, as well as to initiate activities for the affirmation of the students' rights placing an emphasis on the importance of teamwork, while the teachers are more competent in communication with parents and counselling and also in joint cooperation with other experts. The results also reveal a greater competence of the teachers and the third-year students in lesson planning and design of specific teaching material and individualized educational programmes, while the fifth-year students, along with the teachers, are

Specifičnosti provođenja metoda prilagodbe i individualiziranih postupaka u radu s učenicima s teškoćama

Research in education and rehabilitation, 2018

The Assessment of the Competences of Students at the Department of Teacher Education Studies and of the Teachers for Inclusive Practice

Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, May 30, 2016

Creating a Stimulating Inclusive Environment in Preschool Teaching

It has been proven that only high-quality services of competent preschool teachers lead to benefi... more It has been proven that only high-quality services of competent preschool teachers lead to benefits, whereas low quality services have a significant negative effect on children and society overall. If preschool teachers are competent for planning and creating stimulating, acceptable and inclusive activities, the effect is evident not only in the child’s overall development, but also in the quality of their own work and the preschool institution in general. The questionnaire on creating an inclusive environment was distributed to 204 preschool teachers working in early childhood education institutions in Croatia. The aim was to examine the extent to which preschool teachers plan and create an inclusive environment in early childhood institutions with emphasis on offering educational support and development of social skills and habits in children. The statements were interpreted and elaborated through a qualitative analysis of frequencies. The results show preschool teachers’ high awareness of creating an inclusive environment, though there is still lack of methods for adapting work with children with special educational needs. Reforms should certainly give priority to issues of quality and continuous professional development of preschool teachers.

Students’ Mental Health and Teacher Support During the COVID-19 Pandemic

ICERI proceedings, Nov 1, 2022

Family in Focus – Research into the Attitudes and Practices of Preschool Teachers in the Time of the COVID-19 Pandemic

Inclusive practice in education institutions implies that differences are excluded, not just by r... more Inclusive practice in education institutions implies that differences are excluded, not just by respecting and tolerating them but also by designing educational activities aimed at creating a supportive and inclusive environment, especially in the time of the COVID-19 pandemic. Preschool teachers who know how to communicate very well show their respect towards parents, take their worries, feelings and questions into account as important indicators which deepen the mutual understanding necessary for ensuring the child's optimal development. The role of preschool teachers thus becomes more complex and demanding, which means that they continuously need to learn new things, develop new competences, and consequently improve the partnership based on reciprocity and togetherness. The aim of this paper is to establish the specificities of inclusive practice through self-assessment of preschool teachers' (N=438) competences for cooperation with parents, and the Questionnaire about the inclusive practise and partnership cooperation between preschool teachers and parents during the outof-the-ordinary life circumstances caused by the COVID-19 pandemic was used for that purpose. The obtained results are presented in the form of basic descriptive values, the Pearson correlation coefficient and the ANOVA test were used to support them statistically, and the post-hoc analysis (Fisher's LSD test) was performed in order to establish the differences. The results have shown that the preschool teachers, who obtained more professional development, consider themselves more competent in online work and think they are better at giving instructions and feedback to parents via digital media. The study indicates the significance of preschool teachers' lifelong training, which should help them acquire new competences for the partnership with parents as viewed from the perspective of educational inclusion.

The Application of Art-Expressive Techniques on Children with Chronic Disease in the Field of Education and Rehabilitation

Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, Sep 28, 2020

During the past two decades the integrative approach which includes art-expressive techniques to ... more During the past two decades the integrative approach which includes art-expressive techniques to encourage awareness and social and emotional development has begun to develop more intensely in the field of applied education and rehabilitation sciences. Within the framework of childhood chronic diseases, the field of psychosocial oncology has particular significance for the expansion of professional competences and the development of interdisciplinary communication. The experiences from paediatric oncology show that facing a disease and understanding its state is very traumatic and stressful experience for the child. Therefore, the aim of this paper is to indicate the importance of the influence of art-expressive techniques through the application of different media as an integrative approach. The paper aims to highlight the significance of art-expressive techniques applied to children suffering from malignant diseases in facing the physical and emotional stress during hospitalization. The implementation of art-expressive techniques took place in the paediatric ward for haematology and oncology of the Clinic for Children's Diseases in Zagreb. The significance of the psychosocial support is emphasized through the application of children's stories, drawings and pictures which can help the child's emotional state. The results of the monitoring of the applied techniques indicated a positive effect on children who suffer pain and existential tension. Key words: integrative approach; malignant diseases in childhood; psychosocial support; supportive and therapeutic interventions

Osmišljavanje inkluzivnoga odgojno-obrazovnog procesa - Samoprocjena odgojitelja i učitelja

Nova prisutnost, Nov 21, 2020

Razlike u primjeni strategija podrške za individualizirano poučavanje kod osnovnoškolskih učitelja

Imajući u vidu da učitelji 21. stoljeća u poučavanju trebaju biti vješti u korištenju različitih ... more Imajući u vidu da učitelji 21. stoljeća u poučavanju trebaju biti vješti u korištenju različitih strategija rada, kako za učenike tipičnoga razvoja, tako i za učenike s teškoćama, cilj ovoga istraživanja je utvrditi razlike među učiteljima u redovitim osnovnim školama o tome koje strategije, tj. didaktičko-metodičku podršku odabiru i primjenjuju za uspješno individualizirano poučavanje učenika u redovitim školama, s obzirom na metode, sredstva, oblike, odnosno postupke kojima se najviše koriste. Uzorak čine učitelji od prvoga do osmoga razreda (N=410) iz redovitih osnovnih škola u Republici Hrvatskoj. U istraživanju je postavljena hipoteza da postoji statistički značajna razlika između učitelja od prvoga do četvrtoga razreda i učitelja od petoga do osmoga razreda u strategijama podrške koje primjenjuju za uspješno individualizirano poučavanje. Rezultati pokazuju da učitelji od prvoga do četvrtoga razreda više koriste, izmjenjuju i individualiziraju različite nastavne metode, postupke i oblike rada s učenicima te se više koriste suvremenim oblicima u nastavi poput digitalnih obrazovnih sadržaja. Rezultatima se želi ukazati na stupanj individualizirane odgojno-obrazovne prakse, s posebnim osvrtom na dileme i izazove koji proizlaze iz rezultata istraživanja. Te su dileme i izazovi s jedne strane usmjereni na kompetencije učitelja bez kojih kvalitetno poučavanje u nastavi nije moguće, a s druge strane na sam proces, odnosno mijenjanje načina poučavanja kako bi se približili potrebnim standardima pedagoške prakse 21. stoljeća temeljene na pokazateljima uspješnosti.

Differences in The Application of Strategic Support in Individualized Teaching with Primary School Teachers

Bearing in mind that the 21st century teaching teachers need to be skilled in using different edu... more Bearing in mind that the 21st century teaching teachers need to be skilled in using different educational strategies, both for typical development students and for students with learning difficulties, the aim of this study is to identify the differences in the assessments of teachers in regular primary schools on what strategies, i.e. didactic-methodical support are selected and applied for successful individualized teaching of students in regular schools, in the methods, tools, forms, or procedures which are most used. The research is represented with both teachers in class teaching and teachers in subject teaching of primary schools (N=410) from the wider part of the Republic of Croatia. The hypothesis is that there are statistically significant differences between the teachers in class teaching and the teachers in subject teaching in implementing support strategies for successful individualized teaching. The results show that teachers from class teaching more than the subject teachers exchange and individualize different teaching methods, procedures and forms. They use more modern forms of teaching such as digital educational learning materials. The results are intended to indicate the degree of individualized educational practice, with a particular focus on the dilemmas and challenges arising from the results of the research. These dilemmas and challenges, on the one hand, are focused on the competences of teachers without which good teaching is impossible, and on the other hand, the process itself, the changing of teaching, in order to approach the required standards of pedagogical practice of the 21st century based on the performance indicators.

Značaj individualiziranog odgojno-obrazovnog programa u radu s učenicima s ADHD poremećajem

Relaksacijske tehnike u službi liječenja

Dijete, vrtić, obitelj : Časopis za odgoj i naobrazbu predškolske djece namijenjen stručnjacima i roditeljima, Jun 10, 2012

Relaksacijske tehnike u službi liječenja Kronična bolest i liječenje stvaraju tjelesni i emociona... more Relaksacijske tehnike u službi liječenja Kronična bolest i liječenje stvaraju tjelesni i emocionalni stres kod djece koja su zbog hospitalizacije odvojena od svojih obitelji, okoline i vršnjaka. U okviru komplementarnih suportivno-terapijskih pristupa, tehnike opuštanja mogu biti korisne u uvjetima hospitalizacije kako kod odraslih, tako i kod djece. Holistički pristup u liječenju uključuje relaksacijske tehnike u smanjenju tjeskobe, podizanju raspoloženja i kvalitete života.

THE INTERNET AND CHILDREN'S RESPONSIBILITIES. An Analysis of the Relationship Between the Use of Internet and Everyday Responsibilities of Primary School Children in Zagreb

Socijalna ekologija : časopis za ekološku misao i sociologijska istraživanja okoline, Apr 7, 2015

Sažetak U radu se analizira utjecaj korištenja interneta na svakodnevne obaveze djece. Rad se tem... more Sažetak U radu se analizira utjecaj korištenja interneta na svakodnevne obaveze djece. Rad se temelji na analizi rezultata empirijskog istraživanja o korištenju interneta provedenog u ožujku 2013. godine u jednoj osnovnoj školi u Zagrebu. Istraživanje je provedeno usmenom anketom (grupno anketiranje) na učenicima viših razreda (N=272). Korištenje interneta analizira se pomoću sljedećih pokazatelja: način i učestalost pristupa internetu, svakodnevno korištenje, postojanje kontrole roditelja, postojanje i pridržavanje dogovora s roditeljima o korištenju interneta i najčešće korišteni sadržaji na internetu. Pod "svakodnevnim obavezama" djece u radu se podrazumijevaju učenje i pisanje zadaća izvan škole te obavljanje nekih kućanskih poslova. U radu se polazi od opće hipoteze da korištenje internetom predstavlja važnu aktivnost u svakodnevnom životu djece koja, između ostalog, utječe i na količinu vremena posvećenog ispunjavanju svakodnevnih obaveza. U pregledu i analizi osnovnih rezultata istraživanja navedeni pokazatelji analiziraju se s obzirom na spol, dob i razred ispitanika. U radu se postavlja i više radnih hipoteza na kojima se temelji analiza utjecaja korištenja interneta na svakodnevne obaveze djece. Rezultati analize potvrđuju veći dio radnih hipoteza, dok manji dio radnih hipoteza nije potvrđen.

Učenici s teškoćama i izazovi obrazovne prakse

Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, May 28, 2015

It is well known that all educational policies promote inclusion as the major idea in a contempor... more It is well known that all educational policies promote inclusion as the major idea in a contemporary system of education. Inclusive education allows children with and without disabilities to attend the same age-appropriate classes at their local school, with additional, individually tailored support if needed. However, large equity gaps in education access and outcomes still exist between groups of children, because some marginalized groups of children experience shockingly low rates of access and learning. Children with disabilities are still faced with a lot of challenges in realizing their right to education and they are one of the most marginalized and excluded groups in education. The Croatian laws clearly indicate that disabled children have the right to an inclusive education and that schools have to provide conditions which lead to successful education of all children. A question arises, however, regarding the level at which the Law is implemented in educational practice, due to the fact that it is unknown whether the conditions for its proper implementation exist in Croatian schools. Some results of the research which was conducted in the frame of the project "Evidencebased early educational interventions" are presented in this paper. The main goals of the research are (1) to determine areas in which students with disabilities need additional support and (2) to analyse differences in the perceived inclusive dimension of the quality of educational processes, from the perspective of teachers as well as from the perspective of students, in five mainstream Croatian primary schools. The research was conducted on a sample of 97 students with disabilities and 97 of their peers without disabilities. Students and their teachers filled in two Questionnaires about students' behaviours that were developed for the purpose of the Project (the Questionnaire for students and the Questionnaire for teachers). The results

Dijete s malignim oboljenjem i klinička procjena utjecaja komplementarnih suportivno-terapijskih programa

Hrvatska Revija za Rehabilitacijska Istraživanja, Jul 19, 2010

Preschool Teachers’ Perception of Their Satisfaction with Working Conditions and the Status of the Teaching Profession

Research shows that professionals in the educational system feel more satisfied when they are val... more Research shows that professionals in the educational system feel more satisfied when they are valued at work, when employers acknowledge their work and value their professional ideas. Since there is little research on preschool teachers' satisfaction, this research aims to analyze the perception of their satisfaction with working conditions and the status of the teaching profession. The research involved 536 preschool teachers in Croatia. Using a survey questionnaire with open-ended questions and a qualitative analysis, the research aim was to explore preschool teachers' perception of their satisfaction with working conditions and the status of their profession in society. The results show that preschool teachers are satisfied when there is a pleasant and stimulating working atmosphere, which includes good relationships and connections with colleagues, parents and children, but they are not satisfied with technical, material and organizational conditions. Their perception of satisfaction with the social status of the teaching profession mostly relates to their position in the early childhood and preschool education system. The participants highlight they are not perceived as competent and educated experts and their professional advancement is difficult or impossible. They also critically refer to the employment practice in some preschool institutions where insufficiently competent persons, i.e. persons with inadequate professional qualifications work as preschool teachers. The research results are an incentive for a deeper understanding of the possibilities to improve preschool teachers' employment and professional development and thus improve the quality of their life and work.

Planiranje pristupa i oblika podrške osnovnoškolskih učitelja u poučavanju učenika s teškoćama

Mišljenja učitelja i stručnih suradnika redovnih škola o uključivanju djece s teškoćama

Podrška djetetu s teškoćom socijalne integracije kroz partnerstvo udomiteljske obitelji i predškolske ustanove