Title Individualizirani pristup odgojitelja u inkluzivnom vrtiću Title (english) individualised Approach of Preschool Teacher in Inclusive Settings Author Ivona Zelčić Mentor Dejana Bouillet (mentor)Mentor Zlatko Bukvić (mentor)Committee member Tomislav Topolovčan (predsjednik povjerenstva)Committee member Zlatko Bukvić (član povjerenstva)Committee member Tea Pahić (član povjerenstva)Granter University of Zagreb Defense date and country 2018-09-26, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Djeca s teškoćama u razvoju su djeca s trajnim posebnim potrebama. Postoji nekoliko čimbenika u kontekstu odgoja i obrazovanja djece s teškoćama u razvoju u ustanovama predškolskog odgoja – segregacija (poremećaj, disfunkcionalnost), integracija (djelomična i potpuna) i inkluzija. Najviši stupanj pedagoškog povezivanja djece s teškoćama u razvoju s redovnom populacijom je inkluzija ili inkluzivno obrazovanje (Mikas i Roudi, 2012). Inkluzija je stanje kojim se djeca s posebnim potrebama i djeca bez njih iste kronološke dobi uključuju u istu sredinu (okruženje) radi zajedničke igre, interakcije i druženja. To je proces koji poštuje individualnost svakog djeteta, njegovu osobnost i različitost.
Budući da je inkluzivan odgoj i obrazovanje usmjeren osiguravanju primjerenih uvjeta za učenje i sudjelovanje sve djece u tom procesu, važno je da odgojitelji razumiju načine na koje određene teškoće u razvoju pridonose specifičnostima sudjelovanja djece u odgojno – obrazovnom procesu, kao i u drugim životnim zajednicama. Među djecu s teškoćama ubrajamo djecu sa sniženim intelektualnim sposobnostima, djecu s poremećajima iz spektra autizma, djecu s oštećenjima vida i sluha, djecu s poremećajem govora, glasa i jezika, djecu s motoričkim poremećajima i kroničnim bolestima, djecu sa smetnjama u ponašanju, s poremećajem pažnje te djecu sa specifičnim teškoćama učenja. U kategoriju djece s posebnim potrebama ubrajamo i darovitu djecu, a ne samo onu s teškoćama.
Zato u procesu kategorizacije teškoća, nije opravdano unaprijed uključiti ni isključiti ni jedno dijete ili odraslu osobu, kao što ni jednu teškoću ne treba tumačiti kao obilježje koje će nužno znati ograničavati i ometati sudjelovanje neke osobe u odgojno – obrazovnim procesima i drugim životnim situacijama, budući da to ovisi o interakciji obilježja okoline i same osobe.
Abstract (english) Children with disabilities are children with persistent special needs. There are several opportunities offered in the context of upbringing and education of children with developmental difficulties in pre-school education – segregation (disorder, dysfunctionality), integration (partial and complete) and inclusive. The highest level of pedagogical linkage for children with developmental disabilities with regular population is inclusive or inclusive education. (Mikas and Roudi, 2012). Inclusion is a process in which children with special needs and children without them are put in the same environment for the same chronological age, for common games, interaction and socializing. It's a process that respects the individuality of each child, his personality, and diversity.
Since inclusive education and training are aimed at ensuring the appropriate conditions for learning and participation of all children in this process, it's important for educators to understand the ways in which particular developmental difficulties contribute to the specificities of child participation in the educational process as well as in other living communities. Among children with disabilities, we include children with reduced intellectual abilities, autistic, blind and weak children, deaf children and children with the speech disorder, speech and language, children with motor disorders and chronic illnesses, children with behavioral problems, attention disorder and children with specific learning difficulties. In the category of children with special needs, we also include gifted children, not just those with disabilities.
Therefore, in the process of categorizing difficulties, it is not justified to include or exclude a child or an adult in advance, as no difficulty should be interpreted as a feature that will necessarily be known to limit and hinder the participation of a person in educational and other life situations, as this depends on the interaction between the environment and the person.
Keywords
inkluzija
inkluzivan odgoj i obrazovanje
predškolski odgoj i obrazovanje
uloga odgojitelja
individualizirani pristup
Keywords (english)
inclusion
inclusive education
pre-school education
the role of educators
individualized approach
Language croatian URN:NBN urn:nbn:hr:147:981648 Study programme Title: Undergraduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2019-05-21 10:10:45
