Title Autizam u ranom i predškolskom odgoju i obrazovanju
Title (english) Autism in Early and Preschool Education
Author Karla Gorup
Mentor Maša Malenica (mentor)
Committee member Maša Malenica (predsjednik povjerenstva)
Committee member Anita Pavičić Bošnjak (član povjerenstva)
Committee member Milan Stanojević (član povjerenstva)
Granter University of Zagreb Faculty of Teacher Education Zagreb
Defense date and country 2019-09-03, Croatia
Scientific / art field, discipline and subdiscipline SOCIAL SCIENCES Psychology Clinical and Health Psychology
Scientific / art field, discipline and subdiscipline SOCIAL SCIENCES Pedagogy Early Childhood and Preschool Pedagogy
Scientific / art field, discipline and subdiscipline SOCIAL SCIENCES Pedagogy Specific Pedagogy
Abstract Autizam je jedan od najčešćih razvojnih poremećaja koji se pojavljuje u prve tri godine djetetova života i traje cijeli život. Autizam je pervazivni razvojni poremećaj koji je karakteriziran kvalitativnim teškoćama uzajamnih socijalnih odnosa i modela komunikacije, ograničenim i stereotipnim aktivnostima i interesima te se pojavljuje na kontinuumu od ispodprosječnih do iznaprosječnih intelektualnih sposobnosti. U kategoriju pervazivnih razvojnih poremećaja ubrajaju se neki od navedenih poremećaja: Atipični autizam, Rettov poremećaj, Aspergerov poremećaj te Dezintegrativni poremećaji u djetinjstvu. Iako su provedena brojna istraživanja, genska etiologija autizma potpuno je jasna, ali nije sasvim precizno određena. Poremećaj se dijagnosticira na temelju djetetove anamneze i promatranja djeteta u različitim situacijama. Rana intervencija i individualiziran pristup od ključne su važnosti u procesu razvijanja vještina i sposobnosti funkcioniranja djeteta u svakodnevnim životnim situacijama. To uključuje primjenu specifičnih postupaka i metoda koje se smatraju ključnim za socio – emocionalni razvoj djeteta. Kompetencije odgojitelja su ključne kako bi se svakom djetetu pristupilo individualno uz primjerene metode potpore i podrške. Jedan od glavnih ciljeva je uspostava interakcije i podržavajućih vršnjačkih odnosa i samopouzdanja djeteta s poremećajem iz autističnog spektra. Terapijske intervencije koje su usmjerene na dijete različite su s obzirom na ciljeve, sredstva i polazni model, a uključivanje roditelja i okoline od presudne je važnosti za terapijski tretman djeteta. Također profesionalna podrška roditeljima, empatija profesionalaca, razumijevanje i različite zajedničke strategije djelovanja roditelja i profesionalaca nužne su za uspostavu zdravog i podržavajućeg odnosa kojem je glavni cilj napredak te zadovoljenje potreba i interesa djeteta. Svrha rada je prikazati mnogobrojne mogućnosti uključivanja i potpore za djecu s poremećajem iz autističnog spektra u ustanove ranog i predškolskog obrazovanja.
Abstract (english) Autism is one of the most common developmental disorders which present in the first three years since birth and continue throughout lifetime. Autism is a pervasive developmental disorder characterized by qualitative difficulties of reciprocal social interactions and communication models, limited and stereotypical activities and interests. It appears in the continuum from below-average towards above-average intellect. The category of pervasive developmental disorders comprises of several disorders like: atypical autism, Rett’s disorder, Asperger syndrome and childhood disintegrative disorder. After many conducted scientific research, genetic etiology of autism has been clarified, but isn’t precisely determined. The disorder is diagnosed based on the child’s medical history and examination in various situations. Early intervention and individual approach are the most important steps in the process of developing skills and abilities to function in everyday situations. This includes specific approaches and methods which are perceived as crucial for the socio-emotional development. Competences presented by the kindergarten teacher are key in creating an individual approach with appropriate support methods. One of the main goals is creating interaction and supporting peer relationships and for a child with a disorder of the autism spectrum to gain self-confidence. Therapeutic interventions which are focused on the child are diverse and depend on the goals, funds and the starting model, whereas parental and environmental inclusion is of the outmost importance for the child’s treatment. Professional support towards parents, empathy, understanding and a multimodal approach are essential for establishing a healthy and supportive relationship whose main goal is progress and satisfying the child’s needs and interests. The purpose of this paper is to show multiple possibilities of inclusion and support for children with an autism spectrum disorder in nurseries and pre-schools.
Keywords
poremećaj iz spektra autizma
individualiziran program
uključivanje
podrška
Keywords (english)
autism spectrum disorder
individualized program
inclusion
support
Language croatian
URN:NBN urn:nbn:hr:147:631103
Study programme Title: Undergraduate University Study of Early and Preschool Education Study programme type: university Study level: undergraduate Academic / professional title: sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/ baccalaurea) odgojitelj/odgojiteljica djece rane i predškolske dobi (sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/ baccalaurea) odgojitelj/odgojiteljica djece rane i predškolske dobi)
Type of resource Text
File origin Born digital
Access conditions Open access
Terms of use
Created on 2020-07-24 06:52:44