Kompetencije učitelja za rad s djecom s teškoćama u razvoju

master's thesis

• Author: Ana Zagorec
• Mentor: Marina Đuranović (mentor)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2018-07-11, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences; Inclusive Education and Rehabilitation
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Tijekom povijesti odnos prema djeci s teškoćama prošao je kroz brojne faze počevši od brutalnog pristupa i izravne diskriminacije, preko samilosnog pristupa, do konačnog uključivanja u društvo i priznavanjem prava na obrazovanje. Uz promjene u pogledu društva na djecu s teškoćama, mijenjala se i politika odgojno-obrazovnog sustava i uloga školstva u prihvaćanju takve djece. Današnji odgojno-obrazovni programi funkcioniraju po načelima integracije i inkluzije koje više nego ikada prije naglašavaju važnost uključivanja djece s teškoćama u redovne oblike nastave i zadovoljenje njihovih potreba. U skladu sa suvremenim pristupom integracije i inkluzije, promjene u odgojnoobrazovnom sustavu, osim u programima, obuhvaćaju promjene svih sudionika odgojnoobrazovnog procesa: učitelja, učenika, stručnjaka i roditelja. Broj djece s teškoćama raste svakog dana i učitelji se svakodnevno susreću s njima. Kompetentnost učitelja za rad s njima odlučujuća je za zadovoljavanje njihovih potreba i iskorištavanje njihovog potencijala stoga je potpuno razumljivo ako učitelji iskazuju sumnju na nespremnost i strah od neuspjeha. Današnji učitelji nisu dovoljno kompetentni za rad s djecom s teškoćama ili se ne osjećaju tako. Potrebne su brojne promjene u odgojno-obrazovnom sustavu, koje uključuju i osiguranje adekvatnog obrazovanja učitelja za rad s djecom s teškoćama, opremljenost škole, podizanje svijesti o važnosti integracije i inkluzije te uloge učitelja u pripremi djeteta za život.

Abstract (english)

In history, the relationship with children with disabilities has gone through many phases- starting with brutal approach and direct discrimination, through compassionate access, to final incorporation into society and the recognition of the right to education. Along with changes in society for children with disabilities, the policy of the educational system and the role of education in accepting such children was also changed. Today's educational programs work on the principles of integration and inclusion that more than ever emphasize the importance of involving children with disabilities in regular forms of teaching and satisfying their needs. According to the contemporary approach of integration and inclusion, the changes in the educational system, apart from the programs, include the changes of all participants in the educational process: teachers, students, experts and parents. The number of children with disabilities increases every day and teachers are encountered on a daily basis. The teacher's competence to work with them is decisive for satisfying their needs and exploiting their potential therefore it is perfectly understandable if teachers express their suspicion of unpreparedness and fear of failure. Current teachers are not competent enough to work with children with disabilities or they do not feel that way. There are many changes needed in the educational system, including the provision of adequate teacher education for working with children with disabilities, school equipment, raising awareness of the importance of integration and inclusion, and the role of the teacher in preparing the child for life.

• Keywords: integracija; inkluzija; kompetencije učitelja; odgojno-obrazovni sustav; teškoće u razvoju; učenici
• Keywords (english): disabilities; educational system; integration; inclusion; students; teacher competences
• Language: croatian
• URN:NBN: urn:nbn:hr:147:502361
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-07-12 07:06:29