Čimbenici uključivanja djece s motoričkim teškoćama u ustanove predškolskog odgoja i obrazovanja

master's thesis

• Title (english): Factors of inclusion of children with motor disabilities in preschool education institutions
• Author: Iva Tomašek
• Mentor: Zlatko Bukvić (mentor)
• Committee member: Tea Pahić (predsjednik povjerenstva)
• Committee member: Ivana Nikolić (član povjerenstva)
• Committee member: Zlatko Bukvić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-17, Croatia
• 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

Djeca s teškoćama i osobe s invaliditetom do nedavne su prošlosti bile suočavane s institucionalizacijom i marginalizacijom, a navedeni odnos prema ovoj ranjivoj skupini bila je društveno prihvaćeni standard ponašanja. Polazeći od toga da sva djeca imaju jednaka prava na obrazovanje, odgojno-obrazovna inkluzija ističe se uključivanjem djece s teškoćama u sustav odgoja i obrazovanja, u ovom slučaju, predškolskog odgoja. Inkluzija je proces kojim se nastoji stvoriti okruženje u kojem će djeca s teškoćama u razvoju i djeca bez teškoća zajedno boraviti, zajedno učiti i razvijati se. Ustanove predškolskog odgoja idealna su mjesta za uočavanje, prihvaćanje i uvažavanje različitosti koja postoji među djecom, a te su različitosti posebno uočljive u djece s motoričkim teškoćama. Bitna je uloga odgojitelja, ali i roditelja na koji način pripremaju djeci s motoričkim teškoćama na novo okruženje, prostor, prijatelje. Djeci s motoričkim teškoćama ponekad treba više vremena kako bi se uklopila u neko novo okruženje, stoga im je potrebno pružiti svu pomoć kako vi to prošlo što bezbolnije. Djeca s motoričkim teškoćama u većini slučajeva utječu pozitivno na ostalu djecu u skupini. Između njih stvara se prijateljstvo, međusobno pomaganje, razvija se empatija, uči se o različitosti te se razvijaju socijalne vještine.
Ovaj rad usmjeren je prema analizi čimbenika koji utječu na uključivanje djece s motoričkim teškoćama u ustanove predškolske ustanove. Cilj je utvrditi mišljenja ispitanika o tome koji su to sve čimbenici koji imaju utjecaja na inkluziju djece s motoričkim teškoćama. Provedeno je istraživanje na prigodnom uzorku odgojitelja, roditelja, stručnih suradnika i studenta. Istraživanje je provedeno primjenom upitnika koji se sastoji od sveukupno 12 pitanja vezanih za središnju temu ovog rada. Rezultati istraživanja pokazali su kako ispitanici smatraju da su većinom predškolske ustanove pristupačne djeci s motoričkim teškoćama, kako boravak djeteta s motoričkim teškoća u odgojnim skupinama utječe pozitivno na ostalu djecu, ali kako još uvijek ima prepreka pri uključivanju djece s motoričkim teškoćama u predškolske ustanove.

Abstract (english)

Until recently, children and persons with disabilities were faced institutionalization and marginalization, and this attitude towards this vulnerable group was a socially accepted standard of behavior. Assuming that all children have equal rights to education, educational inclusion is emphasized by including children with disabilities in the system of education, in this case, preschool education. Inclusion is a process that seeks to create an environment in which children with disabilities and children without disabilities will live together, learn and develop together. Preschool institutions are ideal places for noticing, accepting and appreciating the differences that exist among children, and these differences are especially noticeable in children with motor difficulties. The important role of educators, but also parents, is how they prepare children with motor difficulties for a new environment, space, friends. Children with motor difficulties sometimes need more time to fit into a new environment, so they need to be given all the help they can to make it as painless as possible. Children with motor difficulties in most cases have a positive effect on other children in the group. Friendship, mutual help is created between them, empathy is developed, diversity is learned and social skills are developed.
This paper focuses on the analysis of factors influencing the inclusion of children with motor disabilities in preschool institutions. The aim is to determine the respondents' opinions on all the factors that influence the inclusion of children with motor disabilities. The research was conducted on a suitable sample of educators, parents, professional associates and students.
The research was conducted using an interview consisting of a total 12 questions related to the central theme of this paper. The results of the research showed that the respondents think that most preschools are accessible to children with motor disabilities, that the stay of a child with motor disabilities in educational groups has a positive effect on other children, but that there are still obstacles to including children with motor disabilities in preschools.

• Keywords: inkluzija; djeca s motoričkim teškoćama; ustanove predškolskog odgoja; empatija; socijalne vještine
• Keywords (english): inclusion; children with motor disabilities; preschool institutions; empathy; social skills
• Language: croatian
• URN:NBN: urn:nbn:hr:147:493320
• Study programme: Title: Graduate University Study of Early and Preschool Education; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-06-20 07:30:00