Title Kompetencije odgojitelja u radu s djecom s posebnim potrebama Title (english) Competencies Of Pre-School Teachers Working With Children With Special Needs Author Zrinka Težak Mentor Jasna Kudek Mirošević (mentor)Mentor Zlatko Bukvić (sumentor)Committee member Tea Pahić (predsjednik povjerenstva)Committee member Zlatko Bukvić (član povjerenstva)Committee member Jasna Kudek Mirošević (član povjerenstva)Granter University of Zagreb Defense date and country 2021-09-01, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Stav prema osobama s invaliditetom i posebnim potrebama oduvijek je bio praćen negativnim
konotacijama, a učestala i prihvatljiva društvena praksa bila je osuđivanje i napuštanje djece s
teškoćama, invalida, bolesnih i neprihvatljivih. Društvo je takve smatralo teretom. Iako se takav
stav i odnos društva s vremenom mijenjao i poboljšavao, danas još uvijek postoje primjeri
nepovoljnog odnosa zajednice prema djeci s teškoćama i osobama s invaliditetom te općenito
niska tolerancija na različitosti.
Ovaj završni rad nam prikazuje kako se taj odnos mijenjao od potpune isključenosti iz društvene
zajednice do aktualnog socijalnog i modela prava koji zagovaraju odgojno-obrazovnu i
socijalnu inkluziju kao najhumanijeg oblika potpore i podrške djeci s posebnim odgojnim i
obrazovnim potrebama, ali i odraslim osobama s invaliditetom. Za primjerenu podršku djeci s
raznovrsnim različitostima u razvoju i socijalnom okruženju, od odgojno-obrazovnog sustava
se očekuje da bude najspremniji za promicanje promjena i jednakosti. Stoga se i od odgojitelja
kao prvih profesionalnih odgojnih i obrazovnih stručnjaka u procesu odgojno-obrazovne
inkluzije očekuju kompetencije za kreiranje poticajnog i inkluzivnog okruženja.
Posebnosti odgojno-obrazovnih potreba djece predškolske dobi često su povezane s
fenomenologijom razvojnih teškoća i uvjetovane dostupnom ili nedostupnom podrškom. Iako
se djeca s teškoćama kao jedna od skupina djece s posebnim potrebama, međusobno razlikuju
i bivaju slična, svima je potreban osjećaj sigurnosti, pripadnosti, dostupna podrška tokom rasta
i razvoja. O tim osobitostima razvoja i individualiziranom podrškom odgojitelji saznaju kroz
formalno obrazovanje, ali i više kroz programe cjeloživotnog učenja i kontinuiranog
profesionalnog razvoja.
Abstract (english) The attitude towards disabled children and children with special needs has always been reason
for causing negative connotations. Namely, it has been a frequent and accepted social practice
to condemn and abandon children affected by birth defects, developmental disabilities and
diseases. They were perceived as a burden to society. Although, over the course of time a
gradual change of attitudes and social perception for the better has occurred, even today there
are still cases of negative attitude and social perception towards children and persons with
special needs and a general intolerance to those who are different.
This paper is intended to show the gradual change of attitudes from complete social exclusion
to the current social and legislative model which promotes the policy of inclusive education and
social inclusion as the most human form of help and support for children with special
educational needs but also for disabled adults. In order to ensure an adequate support for
children affected by different types of development disabilities and growing up in different
social surroundings, the education system is expected to be the best place to promote change
and equality. Therefore, pre-school teachers, as the early childhood professionals in the process
of educational inclusion, are expected to have competencies for creating a stimulating, creative
and inclusive environment.
The special educational needs of pre-school children can often be associated with the
phenomenology of development difficulties and are conditioned by the availability of support.
Although, children with disabilities are just one type of special needs children, they all share
their similarities and differences, namely they all need a sense of security, belonging as well as
available support during their growth and development. Pre-school teachers learn about these
various stages of development and individualised support during their formal education, but
also through lifelong learning and continuing professional development plans.
Keywords
posebne potrebe
kompetencije odgojitelja
inkluzija
Keywords (english)
special needs
competent pre-school teachers
inclusion
Language croatian URN:NBN urn:nbn:hr:147:730715 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 2021-12-10 12:13:15
