Defectological support for educational inclusion of individuals with cerebral palsy and other related disabilities

Abstract

Introduction: From previous studies, 60% of persons with cerebral palsy (CP), hearing impairment and other related difficulties are enrolled in the education system of the Federation of Bosnia and Herzegovina, of which 37.50% in regular schools and 22.50% in special schools. Of the total number of students, 44.44% attend schools according to the regular curriculum and 55.56% according to the adapted curriculum. The aim of the study is to investigate the adequacy of special education support for school inclusion of individuals with cerebral palsy and other related difficulties by presenting the support provided by professional special education staff and the support provided by teaching assistants. Methods: The study is retrospective and analytical-descriptive. The study was conducted on a sample of 120 respondents from four cantons of the Federation of Bosnia and Herzegovina. Each Canton was used as one subsample of respondents. The data are presented in tabular form using classical descriptive statistics methods. The parametric statistics, analysis of variance (ANOVA) at the level of statistical significance of 0.05, was used to examine the statistical significance of differences between the subsamples of the respondents. Results: The results of the study showed that individuals with cerebral palsy, hearing impairment, and other associated difficulties do not have adequate support in educational inclusion. Defectological support at school is provided for 17.50% of persons with cerebral palsy, hearing impairment, and other associated difficulties, and only 6.66% of persons have the support of a teaching assistant. Conclusion: Persons with cerebral palsy, hearing impairment, and other associated difficulties do not have adequate support in educational inclusion. There is no statistically significant difference between the subsamples of respondents when it comes to special education support and assistant support in the educational inclusion