Assessment of pre-school teachers preparedness for inclusive practice
International Journal of Development Research
Assessment of pre-school teachers preparedness for inclusive practice
Received 10th November, 2018; Received in revised form 26th December, 2018; Accepted 27th January, 2019; Published online 27th February, 2019
Copyright © 2019, Emira Švraka, Naim Salkić et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Materials and research methods: The study is retrospective-prospective and controlled. For the purpose of this research, a measuring instrument used was a survey "Assessment of Preschool Teachers Preparedness in Inclusive Practice", an expanded Belan T. The final sample covered 62 participants; 37 (60%) preschool teachers were in the test group and 25 (40%) school teachers were in the control group. Average age of respondents was 38,5 years, where the youngest was 26 years old, and the oldest 59. Results: With regard to preparedness and work organization with a child with developmental disabilities, school teachers had a higher degree of preparedness, while preschool teachers were less prepared. There is a statistically significant difference in terms of preparedness and organization of work with a child with developmental disorders between these groups. To a greater extent, school teachers consider that they possess necessary knowledge, and to a lesser extent preschool teacher consider that they possess the necessary knowledge.
