https://doi.org/10.59132/vviz/2025/2/122-137
Povzetek
Avtorice prispevka, zaposlene na vodstvenih delovnih mestih v treh osnovnih šolah, opažamo, da so strokovni delavci zelo različno naklonjeni inkluziji. V poročilih, podanih na sejah učiteljskega zbora, ocenjevalnih konferencah in strokovnih pogovorih v aktivih, zaznavamo, da so strokovni delavci inkluziji zelo nenaklonjeni. Pričujoči prispevek se osredotoča na raziskovanje področja stališč, še posebej nas je zanimalo, kako v kolektivu razvijati pozitivno stališče do inkluzije. Prvi del prispevka je kratek pregled teoretičnih izhodišč o stališčih zaposlenih v vzgoji in izobraževanju do inkluzije in z njimi povezanih pojmov. Sledijo primeri izobraževalnih delavnic, ki so dovolj univerzalne, da bodo uporabne na več ravneh izobraževanja (predšolska vzgoja, osnovnošolsko izobraževanje, srednješolsko izobraževanje). Namen predlogov delavnic je med strokovnimi delavci spodbuditi razmislek o inkluziji, razvijati pozitivno stališče strokovnih delavcev do inkluzije, kar bi imelo za posledico spreminjanje lastnih pedagoških praks za udejanjanje vključujočega učnega okolja.
Abstract
Changing School Staff Attitudes towards Inclusion with Examples of Workshops
The authors of this paper, all of whom hold leadership positions in three primary schools, observe that education professionals display varying degrees of openness towards inclusion. Reports presented at teachers’ meetings, evaluation conferences, and professional discussions within staff teams indicate that many professionals remain reluctant to embrace inclusive practices. This paper focuses on examining attitudes and, in particular, on how to cultivate a positive stance towards inclusion within school teams. The first part of the paper provides a brief overview of theoretical perspectives on the attitudes of education professionals towards inclusion and related concepts. This is followed by examples of training workshops that are sufficiently universal to be applicable across different levels of education (preschool, primary, and secondary). The purpose of these workshop proposals is to encourage reflection on inclusion among professionals and to promote the development of positive attitudes, leading to changes in pedagogical practice that support the creation of inclusive learning environments.