Odgojno-obrazovni pristupi djece iz spektra autizma u inkluzivnom vrtiću

undergraduate thesis

• Title (english): Educational Approaches to Children with Disorders from the Autism Spectrum in an Inclusive Kindergarten
• Author: Leina Barić
• Mentor: Jasna Kudek Mirošević (mentor)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Pedagogy and Didactics); Zagreb
• Defense date and country: 2016-09-15, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Autizam je pervarzivni razvojini poremećaj koji pogađa sve više djece (češće dječake). Ovaj poremećaj traje cijeli život, a razvija se nakon 16-18 mjeseci dječjeg razvoja koji do tada može biti bez teškoća. Prvi simptomi uglavnom se primjećuju prije 3. godine života iako se poremećaj kasno dijagnosticira. Dijagnoza autizma postavlja se na osnovi nekoliko karakteristika ponašanja, a to su:abnormalna zatvorenost, strah od promjene okoline, odbijanje bilokakvog kontakta, nikakav, zakašnjeli ili poremećen govor.Djeca s autizmom ne regiraju na druge stvari i ljude, izbjegavaju kontakt pogledom te najćešće ne izražavaju svoje emocije.Kako bi se djeca s autizmom sto lakše i više integrirala u društvo u posljednjih nekoliko godina otvaraju se inkluzivni redoviti vrtići s individualnim odgojno - obrazovnim programima primjerenim njihovoj teskoći. Za što kvalitetnije razvijanje djece s autizmom u redovnim odgojno- odrazovnim predškolskim ustanovama potrebna je sto bolja suradnja roditelja, odgajatelja i stručnog tima (psiholog, pedagog,stručnjak edukacijsko- rehabilitacijskog profila...). Svako dijete s poremećajem iz spektra autizma je drugačije te ne postoji univerzalni pristup u radu, stoga je potrebno kombinirati različite metode i pristupe u praksi za svako dijete individualno. Iako smo u 21. stoljeću , nažalost, zbog nedovoljne educiranosti odgajatelja kao i prevelikog broja djece u skupinama djeca s autizmom ostaju zapostavljena s čime i njihov razvoj postanje usporeniji ili zastane. U svrhu ovog rada provedeno je istraživanje u dva dječja vrtića Grada Zagreba prema kojem se pokušalo utvrditi koliko su odgajatelji educirani i spremni prilagoditi svoj rad djeci iz autističnog spektra. Također se ispitivala suradnja sa stručnim timom, roditeljima te prihvaćenost djece iz autističnog sprektra medu vršnjacima normalnog razvoja.

Abstract (english)

Autism is a pervasive developmental disorder that is increasingly affecting children (more often boys than girls). This disorder lasts a lifetime, and develops after 16 to 18 months of child development; which until then could go undetected. The first symptoms become apparent in early childhood, typically before age three, although the disorder is diagnosed later on. The diagnostic criteria of autism is made on the basis of several characteristics of behavior, namely: abnormal withdrawal, fear of change, very little or no contact; limited, delayed or no speech. Children with autism do not interact with other things and people; they avoid eye contact, and often do not express their emotions. To facilitate autistic children’s integration in the society, in the last few years, inclusive regular kindergartens with individual training have opened; – with educational programs suited to their difficulties. To ensure the best possible development for autistic children in their regular educational upbringing in the preschool institutions, there; there should be improved cooperation between parents, educators and professional teams (psychologists, teachers, and special education teachers). Every child with autism is different and there is no universal approach, so we therefore need to combine different methods and approach each child individually. Although we are in the 21st century, unfortunately, due to shortage of specialised teachers and large number of children in school classes; the autistic children needs are neglected and their development is delayed or halted. My research work was carried out in two Kindergartens in Zagreb, where I tried to determine just how much the educators were trained and ready to adapt their lessons to accommodate the children on the autism spectrum. I also worked closely with the special education team and the parents: and I closely looked at the acceptance of children with autism spectrum among peers of normal development.

• Keywords: poremećaj iz spektra autizam; inkluzivni vrtić; kompetentan odgajatelj
• Keywords (english): autism spectrum disorder; inclusive kindergarten; competent educator
• Language: croatian
• URN:NBN: urn:nbn:hr:147:422162
• 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) ranog i predškolskog odgoja i obrazovanja (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2017-05-05 11:18:58