University teachers competencies for teaching students with disabilities

[N. Gojak]

260 str.

Andragogija - Socijalna andragogija / Andragogy - Social andragogy

U Republici Srbiji se od 2009. godine podstiču mere inkluzivne obrazovne politike koje omogućavaju obrazovanje osoba sa invaliditetom u redovnom sistemu obrazovanja. Na univerzitetima je i dalje niska zastupljenost studenata sa invaliditetom, čije obrazovno iskustvo ostaje nedovoljno istraženo. Istraživanja ukazuju da niska kompetentnost nastavnika predstavlja jednu od ključnih barijera kvalitetnom obrazovanju ove populacije studenata. Sprovedeno je kombinovano istraživanje sa ciljem ispitivanja kompetencija univerzitetskih nastavnika za podučavanje studenata sa invaliditetom, na osnovu procena nastavnika i samih studenata sa invaliditetom. Istraživanje je obuhvatilo tri segmenta: (1) procenu relevantnosti kompetencija univerzitetskih nastavnika za podučavanje studenata sa invaliditetom; (2) procenu razvijenosti kompetencija univerzitetskih nastavnika za podučavanje studenata sa invaliditetom; (3) mogućnost kreiranja empirijski zasnovanog modela kompetencija univerzitetskih nastavnika za podučavanje studenata sa invaliditetom. Analiza odnosa između procena relevantnosti i razvijenosti kompetencija je omogućila identifikovanje oblasti u kojima je potrebno usavršavanje uiverzitetskih nastavnika. Nalazi potvrđuju da univerzitetski nastavnici nemaju dovoljno sistematskih prilika za razvoj potrebnih kompetencija za podučavanje studenata sa invaliditetom, kao i da je potreban holistički, dugoročno orijentisan pristup profesionalnom razvoju nastavnika, koji bi obuhvatio sve dimenzije kompetentnosti i time unapredio inkluzivno univerzitetsko obrazovanje. Na osnovu rezultata, ponuđene su preporuke za osmišljavanje obrazovnih programa usmerenih na razvoj kompetencija univerzitetskih nastavnika za podučavanje studenata sa invaliditetom.

Since 2009, the Republic of Serbia has been promoting inclusive education policies that enable persons with disabilities to be educated within the regular education system. At universities, the representation of students with disabilities remains low, and their educational experience is still insufficiently explored. Research indicates that the low level of teacher competence is one of the key barriers to providing quality education for this group of students. A mixed-method study was conducted to examine university teachers’ competencies for teaching students with disabilities, based on assessments made by both teachers and the students with disabilities themselves. The research covered three segments: (1) assessing the relevance of university teachers’ competencies for teaching students with disabilities; (2) assessing the development level of university teachers’ competencies for teaching students with disabilities; and (3) the possibility of creating an empirically based model of university teachers’ competencies for teaching students with disabilities. The analysis of the relationship between the perceived relevance and the development of competencies enabled the identification of areas in which university teachers require further training. The findings confirm that university teachers lack sufficient systematic opportunities to develop the necessary competencies for teaching students with disabilities, and highlight the need for a holistic, long-term approach to professional development that encompasses all dimensions of competence, thereby improving inclusive higher education. Based on the results, recommendations were proposed for designing educational programs aimed at developing university teachers’ competencies for teaching students with disabilities.

obrazovanje osoba sa invaliditetom; obrazovanje i usavršavanje nastavnika; kompetencije univerzitetskih nastavnika; podučavanje studenata sa invaliditetom

education of people with disabilities; teacher education and professional development; university teachers’ competencies; teaching students with disabilities

378.091.12:005.963:[37.011.2:376-056.26(043.3)

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