RELATIONSHIP BETWEEN DOMESTIC ASSISTANT BY PERSONNEL WITH DISCUSSIONS IN DEVELOPMENT IN THE INCLUSIVE PROCESS EDUCATION
DOI:
https://doi.org/10.5937/Keywords:
home educators, people with disabilities, inclusive educationAbstract
The paper presents the results of empirical research aimed at studying the relationship between students - future home teachers of the faculty of pedagogical science and educators who are in employment, according to persons with disabilities in development in inclusive education, in order to find possible in these relations improvements. Analysis of the obtained results leads to the conclusion that home educators show a positive attitude towards people with disabilities. Respondents showed a high level of agreement with the inclusion of people with developmental disabilities in regular education (inclusion), inclusion in public work, while the obtained results indicate a very low ISV value where the respondents disagree with the statement that the environment is well received by people with disabilities under development. The positive value of the coefficient of correlation suggests that educated educators often state that they have acquired enough knowledge about working with people with disabilities but those who disagree or disagree with it. The largest number of students, home teachers, said they did not provide any support to people with disabilities, while jobseekers indicated that their support was professionally assisted by these people. The research results show that there are also difficulties that home teachers face in dealing with people with disabilities such as heavy communication and disapproval of the environment.
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