Self-assessment of some teacher competencies for working with children with disabilities

Authors

  • Sandra Kadum Faculty of Educational Sciences, University Juraj Dobrila of Pula, I.M.Ronjgova 1, 52100 Pula, Croatia
  • Mirjana Radetić-Paić Faculty of Educational Sciences, University Juraj Dobrila of Pula, Ivana Matetića Ronjgova 1, 52100 Pula, Croatia

DOI:

https://doi.org/10.15503/jecs2021.1.239.252

Keywords:

students with developmental disabilities, competencies , teachers, self-assessment, lifelong education

Abstract

Aim. The aim of this study is to define teacher competencies and some specific differences in self-assessment with regard to the completion of studies according to the new or the old curriculum. Efforts were also made to gain insight into the specific deficiencies of the competencies related to the integrated education and training of children with developmental disabilities.

Methodology. The research was conducted on a sample of 212 regular primary school teachers who dealt with children with disabilities in their work. A questionnaire constructed for the purposes of this research was used. Previously, a pilot study was conducted. Participants were divided into two groups. One group of teachers who were educated according to the old program and teachers who were educated according to the new program in the broad context of working with children with disabilities.

Results. The obtained results indicate differences between the observed groups and the need for continuous (self) assessments of teachers’ responsibilities to enable students with disabilities to learn and thrive in line with their abilities as well as to find alternative ways to meet their different needs in a wider sense. Also, teachers are aware of the need for continuous training in this area. These findings have contributions in the scientific and practical sense.

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Author Biographies

Sandra Kadum, Faculty of Educational Sciences, University Juraj Dobrila of Pula, I.M.Ronjgova 1, 52100 Pula, Croatia

She holds a doctorate entitled Systematic Regulation of Giftedness in the Teaching of Mathematics in Primary School in 2013 at the Faculty of Education in Koper, University of Primorska, Slovenia. She is employed at the Faculty of Educational Sciences of the University Juraj Dobrila in Pula, Croatia.  Her scientific interests are related to working with gifted students, didactic docimology, learning  and didactics.

Mirjana Radetić-Paić, Faculty of Educational Sciences, University Juraj Dobrila of Pula, Ivana Matetića Ronjgova 1, 52100 Pula, Croatia

She won her doctorate in 2009 at the Faculty of Education and Rehabilitation Sciences of the University of Zagreb, Croatia. She is employed at the Faculty of Educational Sciences of the University Juraj Dobrila in Pula, Croatia. She is also an external associate at the University of Primorska, Faculty of Education, Kopar, Slovenia. Her scientific interests are inclusion, children with disabilities especially children with behavioural disorders, prevention of behavioral disorders and treatment.

 

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Published

2021-06-17

How to Cite

Kadum, S., & Radetić-Paić, M. . (2021). Self-assessment of some teacher competencies for working with children with disabilities. Journal of Education Culture and Society, 12(1), 239–252. https://doi.org/10.15503/jecs2021.1.239.252

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