RAZLIKE U PROCJENAMA ADAPTIVNOGA PONAŠANJA DJECE S TEŠKOĆAMA U ŠKOLSKOM OKRUŽENJU
DIFFERENCES IN ESTIMATIONS OF CHILDREN’S SPECIFIC ADAPTIVE BEHAVIOUR FROM PERSPECTIVES OF CHILDREN, PARENTS AND TEACHERS

Summary/Abstract: Former researches of adaptive behaviour showed that children with special needs integrated in regular schools have lower level of adaptive behaviour than typical peers (Zic, 2000). The aim of this research was to investigate whether there are differences in estimations of children’s adaptive behaviour at school from perspectives of children, parents and teachers. The sample consisted of pupils aged 12 years attending 6 th grade of primary school, both sex, their parents and teachers. The sample of pupils consisted of children with special needs (N=81) and typical peers (N=81). Adaptive behaviour was measured by Behaviour rating profile (BRP-2, Brown, Hammill, 1990; Croatian adaptation Zic, 2000). Mann Whitney u test was used for counting differences between estimations of child adaptive behaviour from parent, children and teacher’s side. In accordance with previous researches of adaptive behaviour children are more positive in their estimations than parents and teachers. It was found that children with special needs estimated their motivation for school work, and acceptance from others, higher than teachers did, but there was no difference between typical peers and teachers. Children with special needs estimated their ability to seat calm higher than teachers did. Contrary, typical children estimated that ability lower than teachers did. Comparison of children’s estimations showed significant differences in favour to typical children that are more satisfied with their progress in school, better concentrate and teachers less gets angry with them. Children with special needs noted more psychosomatic symptoms, and more teacher’s unfairness then typical children. Estimation of parents and teachers show that parents of children with special needs rate their children less lazy than teachers. It can be concluded that children with special needs overrate in their estimation of adaptive behaviour, but perception of their teachers and parents are saturated with real behaviour of children and their unfulfilled expectation of behaviour. Differences in estimations are partly caused by insufficient support to children with special needs.

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