Individualizirani pristup odgojitelja u inkluzivnom vrtiću

undergraduate thesis

• Author: Tea Belan
• Mentor: Jasna Kudek Mirošević (mentor)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Pedagogy and Didactics); Zagreb
• Defense date and country: 2015-12, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Djeca s teškoćama u razvoju su djeca s trajnim posebnim potrebama. Postoji nekoliko mogućnosti koje se nude u kontekstu odgoja i obrazovanja djece s teškoćama u razvoju u ustanovama predškolskog odgoja - segregacija, integracija (djelomična i potpuna) i inkluzija. Najviši stupanj pedagoškog povezivanja djece s teškoćama u razvoju s redovnom populacijom je inkluzija ili inkluzivno obrazovanje. Inkluzija podrazumijeva višu razinu uvažavanja djece s teškoćama u razvoju i tretira ih kao potpuno ravnopravne sudionike u odgojno-obrazovnom procesu. Ona svoj djeci osigurava ravnopravan položaj i podjednake razvojne mogućnosti. Poticanje socijalnog razvoja pojedinca primarno se veže uz poticanje razvoja socijalne kompetencije. Odgojitelj je ključna figura u poticanju razvoja socijalne kompetencije djeteta s posebnim potrebama u vrtićkom kontekstu. Pristup i strategije koje odgojitelj upotrebljava u fazi pripreme, dolaska i boravka djeteta s teškoćama u odgojnoj skupinu od velikog su pedagoškog značaja i važnosti, a što u velikoj mjeri potvrđuju i rezultati ankete provedene u dječjem vrtiću Didi. Cilj je uključiti dijete s teškoćama u razvoju u zajedničke aktivnosti s drugom djecom kako bi nesmetano napredovalo u skladu s vlastitim mogućnostima.

Abstract (english)

Children with disabilities are the children with permanent special needs. There are several options offered in the context of the education of children with disabilities within institutions of preschool education - segregation, integration (partial and complete) and inclusion. The highest level of educational relating of children with disabilities with the regular population is inclusion or inclusive education. Inclusion implies a higher level of respect for children with disabilities, and treats them as equal participants in the educational process. It ensures for all the children equal status and equal development opportunities. Promotion of social development of the individual is primarily associated with encouraging the development of social competence. A preschool teacher is a key figure in encouraging the development of social competence of a child with special needs in the context of kindergarten. The approach and strategies that teachers use at the level of preparation, arrival and stay of the child with developmental disabilities in a group are of a great educational significance and importance, which largely confirmed by the results of a survey conducted in kindergarten Didi. The aim is to involve the children with disabilities in joint activities with other children in order to be progressed in accordance with their capabilities.

• Keywords: inkluzija; predškolski odgoj i obrazovanje; uloga odgojitelja; individualizirani pristup
• Keywords (english): inclusion; a preschool child; individualized approach; the role of educators
• Language: croatian
• URN:NBN: urn:nbn:hr:147:604452
• 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: 2016-01-21 09:59:17