Education Policy Implementation from the Perspective of Pupils and Students with Disabilities / Provedba obrazovne politike iz perspektive učenika s teškoćama u razvoju i studenata s invaliditetom

Abstract

Abstract

This paper aims to examine the perspectives of pupils and students with disabilities regarding their roles in the implementation of education policy for children and students with disabilities. The role of pupils and students with disabilities in the implementation of education policy is analysed using the Contextual Interaction Theory, created by Hans Bressers. The main assumption of the Contextual Interaction Theory is that policy is a process based on negotiation and participation of various social groups and organisations, that is, on multi-actor interactions. The data were therefore collected by focus group interviews. Eight focus groups were held between January 2014 and December 2015, including 45 participants (pupils with disabilities in upper secondary school classes and students with disabilities). The negative perception of disability, insufficient knowledge of advocacy for their needs, the lack of consideration for the beneficiary perspective and a low inclusion rate of beneficiaries in the implementation of education policy are the obstacles to an increased participation of pupils and students with disabilities in the implementation of education policy.

Key words: Contextual Interaction Theory; disability; policy implementation; stakeholders' role.

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Sažetak

Cilj je ovoga rada istražiti poglede učenika s teškoćama u razvoju i studenata s invaliditetom o njihovoj ulozi u provedbi obrazovne politike prema djeci s teškoćama i studentima s invaliditetom. U ovom se istraživanju za analizu uloge učenika s teškoćama i studenata s invaliditetom u provedbi obrazovne politike primijenila Kontekstualna teorija interakcija (Contextual Interaction Theory) utemeljitelja Hansa Bressersa. Osnovna je pretpostavka Kontekstualne teorije da je politika proces koji se temelji na pregovaranju i sudjelovanju različitih društvenih skupina i organizacija, odnosno interakcija različitih aktera. Stoga su podatci prikupljeni fokus grupnim intervjuom. Provedeno je osam fokus grupa, u razdobju od siječnja 2014. do prosinca 2015. godine, kojima je obuhvaćeno 45 sudionika (učenika s teškoćama u razvoju završnih razreda srednjih škola i studenata s invaliditetom). Negativna percepcija invaliditeta, nedostatno znanje za zagovaranje potreba, neuvažavanje korisničke perspektive i slabo uključivanje korisnika u proces provedbe obrazovne politike prepreke su većem sudjelovanju učenika s teškoćama u razvoju i studenata s invaliditetom u provedbi obrazovne politike.

Ključne riječi: invaliditet; kontekstualna teorija interakcija; provedba politike; uloga aktera.