School Children with Developmental Disabilities and Inclusive Education for a Society of Non-Violence

Antonija Huljev, Irella Bogut, Monika Mužar-Kos

Abstract


School children with developmental disabilities demonstrate different abilities and possibilities. Therefore, they need adapted educational support. Inclusive education implies including school children with developmental disabilities in order to recognize, accept, and understand their differences and individual abilities. In such a process, an effort is made to provide school children with learning, growth and development opportunities. Inclusion, perceived as a social value in itself, as an understanding and acceptance of differences, contributes to the development of society in every sense. In that sense, in this paper, inclusion and inclusive practice will be observed and described from the aspect of pedagogical axiology, i.e., educational value, which contributes to developing a society of non-violence that is so needed nowadays. Contemporary research shows that violence directed at school children with disabilities is increasing. Hence, the paper will summarise findings based on a review of recent relevant research and conclude the importance of inclusive upbringing and education in perceiving this (modern) problem, primarily from the moral basis of inclusion.

Keywords


inclusion; non-violence; pedagogical axiology; education; school children with developmental disabilities

Full Text:

PDF

References


Bailey, Donald B. Jr, Robert A. McWilliam, Virginia Buysse, Patricia W. Wesley (1998), “Inclusion in the context of competing values in early childhood educationˮ, Early Childhood Research Quarterly, 13(1), 27–47.

Bilić, Vesna, Mirela Balog (2019), “Percepcija vršnjačkog nasilja nad djecom s teškoćama u realnom i virtualnoms vijetuˮ, Napredak: Časopis za interdi- sciplinarna istraživanja u odgoju i obrazovanju, 160(3-4), 339–363.

Booth, Tony, Mel Ainscow (2002), Index for inclusion: developing learning and participation in schools, Centre for studies on Inclusive Education (CSIE), Bristol

Booth, Tony, Mel Ainscow, Denise Kingston (2006), Index for inclusion: developing play, learning and participation in early years and child care, Centre for studies on Inclusive Education (CSIE), Bristol

Bouillet, Dejana (2010), Izazovi integriranog odgoja i obrazovanja, Školska knjiga, Zagreb

Davis, Leigh Ann (2011), “Abuse of Children with Intellectual Disabilities”, The Arc. http://www.thearc.org/wp-content/uploads/forchapters/ Child%20Abuse.pdf

Edelheim, Johan R., Marion Joppe, Joan Flaherty, Emily Höckert, Karla A. Boluk, Jaume Guia, Miranda Peterson (2022), “Axiology, value and valuesˮ, In: Johan Edelheim, Marion Joppe, Joan Flaherty (eds.), Teaching Tuorism, Edward Elgar, 12-20.

Fisher, Marisa H., Robert Hodapp, Elisabeth M. Dykens (2008), “Child Abuse Among Children with Disabilities: What We Know and What We Need to Knowˮ, International Review of Research in Mental Retardation, 35, 251–289.

Fitz-Gibbon, Andrew (2021), Pragmatic nonviolence: working toward a better world, Value inquiry bookseries, Volume 360, Brill - Rodopi, Leiden

Hershkowitz, Irit, Michael E. Lamb, Dvora Horowitz (2007), “Victimization of Children with Disabilitiesˮ, American Journal of Orthopsychiatry, 77(4), 629–635.

Josipović, Ana Marija, Elizabeta Najman Hižman, Zdravka Leutar (2008), “Nasilje nad osobama s intelektualnim teškoćamaˮ, Nova prisutnost: časopis za intelektualna i duhovna pitanja, 6(3), 353–371.

Karamatić Brčić, Matilda (2013), “Pretpostavke inkluzije u školiˮ, Život i škola: časopis za teoriju i praksu odgoja i obrazovanja, 59(30), 67–77.

Kobešćak, Sanja (2010), “Što je inkluzija?ˮ, Dijete, vrtić, obitelj: časopis za odgoj i naobrazbu predškolske djece namijenjen stručnjacima i roditeljima, 6(21), 23–25.

Kudek Mirošević, Jasna, Daria Tot, Anka Jurčević Lozančić (2020), “Osmišljavanje inkluzivnoga odgojno-obrazovnog procesa. Samoprocjena odgoji- telja i učiteljaˮ, Nova prisutnost: časopis za intelektualna i duhovna pitanja, 18(3), 547–560.

Livazović, Goran, Antonija Vranješ (2012), “Pedagoška prevencija nasilničkog ponašanja osnovnoškolaca”, Život i škola, 27, 1(58), 55–76.

Maclean, Miriam J., Scott Sims, Carol Bower, Helen Leonard, Fiona J. Stanley, Melissa O’Donnell (2017), “Maltreatment risk among children with disabilitiesˮ, Pediatrics, 139, 4.

Martan, Valentina (2018), “Pregled istraživanja inkluzivnog odgoja i obrazovanja iz perspektive učitelja i studenataˮ, Školski vjesnik, 67(2), 265–285.

Ministarstvo rada, mirovinskoga sustava, obitelji i socijalne politike (2007), “Zakon o potvrđivanju Konvencije o pravima osoba s invaliditetom i Fakultativnog protokola uz Konvenciju o pravima osoba s invaliditetom”, Narodne novine 6/07

Ministarstvo znanosti i obrazovanja Republike Hrvatske (2008), “Zakon o odgoju i obrazovanju u osnovnoj i srednjoj školiˮ, Narodne novine 87/08

Mishna, Faye (2003), “Learning disabilities and bullying: Double jeopardyˮ, Journal of Learning Disabilities, 36(4), 336–347.

Pestel, Meagan D. (2012), Pushing to the Breaking Point: Do Children with Speech and Language Problems Experience Bullying? (Doctoral dissertation). University of Arkansas

Romstein, Ksenija, Ksenija Sekulić-Majurec (2015), “Obrnuta inkluzija – pedagoške vrijednosti i potencijaliˮ, Pedagogijska istraživanja, 12(1-2), 41–54.

Rudelić, Aileen, Zorina Pinoza Kukurin, Sanja Skočić Mihić (2013), “Stručna znanja i materijalni resursi u inkluziji: stanje i perspektive“, Napredak, 154(1- 2), 131–148.

Skočić Mihić, Sanja, Iris Gabrić, Sandra Bošković (2016), “Učiteljska uvjerenja o vrijednostima inkluzivnog obrazovanjaˮ, Hrvatska revija za rehabilitacijska istraživanja, 52(1), 30–41.

Sunko, Esmeralda (2016), “Društvenopovijesni kontekst odgoja i obrazovanja djece s teškoćama u razvojuˮ, Školski vjesnik: časopis za pedagogijsku teoriju i praksu, 65(4), 601–620.

Svedružić, Antonio, Anamaria Svedružić (2020), “Stavovi učenika završnih razreda osnovne škole prema učenicima s teškoćama u razvojuˮ, Napredak: časopis za interdisciplinarna istraživanja u odgoju i obrazovanju, 161(3–4), 237–267.

Vican, Dijana, Matilda Karamatić Brčić (2013), “Obrazovna inkluzija u kontekstu svjetskih i nacionalnih obrazovnih politika – s osvrtom na hrvatsku obrazovnu stvarnostˮ, Život i škola, 30, 2(59), 48–66.

Vukasović, Ante (2010), “Odgojna preobrazba u teleologijskom i aksiologijsko mozračjuˮ, Odgojne znanosti, 12(1), 97–117.

Zrilić, Smiljana (2013), Djeca s posebnim potrebama u vrtiću i nižim razredima osnovne škole: Priručnik za roditelje, odgojitelje i učitelje, Sveučilište u Zadru, Zadar

Žic Ralić, Anamarija, Marina Ljubas (2013), “Prihvaćenost i prijateljstvo djece i mladih s teškoćama u razvojuˮ, Društvena istraživanja, 22(3), 435–453.




DOI: https://doi.org/10.51558/2490-3647.2024.9.2.111

Refbacks

  • There are currently no refbacks.


ISSN: 2490-3604 (print) ● ISSN: 2490-3647 (online)

Društvene i humanističke studije - DHS is under the Creative Commons licence.