Inkluzija djece s poremećajima jezičko-govorne glasovne komunikacije

undergraduate thesis

• Author: Mihaela Perković
• Mentor: Jasna Kudek Mirošević (mentor)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2017-06-27, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Tema ovog rada je inkluzija djece s poremećajima jezično-govorne glasovne komunikacije. U radu iznosim temeljne ciljeve i zadaće inkluzije, odnosno svladavanje prepreka u učenju i sudjelovanju te primjereno odgovaranje na različitosti učenika i njihove potrebe u nastavi. Obrađujem poremećaje jezično-govorne glasovne komunikacije i njihovu podjelu na poremećaje izgovora, jezične teškoće, poremećaje ritma i tempa govora te poremećaje glasa. Objašnjavam ulogu odgojitelja u redovitoj odgojno-obrazovnoj ustanovi te ukazujem na važnost suradnje između odgojitelja, roditelja i stručnih suradnika. Cilj ovog rada usmjeren je na istraživanje razine inkluzije djece s poremećajima jezično-govorne glasovne komunikacije u predškolskoj ustanovi. Svrha ovog rada je ukazati na potrebu za radom na inkluziji djece s poremećajima jezično-govorne glasovne komunikacije u predškolskoj ustanovi. Kroz istraživanje provedeno sa sto odgojitelja ispitala sam njihova iskustva s poremećajima jezično-govorne glasovne komunikacije, njihova mišljenja i stavove te procjene uključenosti djece s poremećajima u odgojno-obrazovni proces. Istraživanje sam provela metodom anketnog upitnika. Rezultate istraživanja prikazala sam grafički, posebno za svako pitanje. Analizu rezultata provela sam uz pomoć navedene literature. Rezultati variraju i ovise o brojnim faktorima – godinama radnog iskustva u odgojno-obrazovnom radu u predškolskoj ustanovi, stručnosti i obrazovanju odgojitelja te njegovoj kompetentnosti, individualnom stupnju razvoja djece i razini poremećaja, uvjetima u radu odgojitelja, dostupnosti stručnog suradnika i razini suradnje svih sudionika odgojno-obrazovnog procesa. Ovim istraživanjem ustanovila sam s kojim se poremećajima jezično-govorne glasovne komunikacije odgojitelji najčešće susreću, koliko posvećuju radu na inkluziji, koliko djeca rade sa stručnim suradnicima i koliko je potrebna odgojno-obrazovna inkluzija u predškolskoj ustanovi. Zaključila sam kako se inkluziji djece s poremećajima jezično-govorne glasovne komunikacije ne posvećuje dovoljno vremena i pažnje iz raznih razloga, iako se ispitanici slažu da je potrebna.

Abstract (english)

The topic of this paper is Inclusion of children with speech-language and vocal disorders. In this paper I'm pointing out main goals and purpose of inclusion overcoming barriers to learning and participation, and adequately responding to childrens's differences and their needs in education. I'm talking about speech-language communication disorders and their division into speech disorders, language difficulties, rhythm and speech disturbances and voice disorders. I explained the role of a preschool teacher in a regular educational institution and point out the importance of co-operation between educators, parents and professional associates. The aim of this paper is to research the level of inclusion of children with speech-language and vocal disorders in preschool institutions. The purpose of this paper is to point out the need for work on the inclusion of children with speech-language and vocal disorders in preschool institutions. Through the research I did with 100 kindergarten teachers, I examined their experiences with language-speech and vocal disorders, their opinions and attitudes, and the assessment of the involvement of children with disabilities in the educational process. I conducted the research by the questionnaire method and presented the results of the research graphically, especially for each question. The results were analyzed using the literature I listed as used in this paper. The results vary and depend on numerous factors - years of work experience in pre-school institution, educators education and its competence, individual level of child development and disability level, conditions in the work of educators, availability of expert associates and level of cooperation of all participating educational staff. With this research, I have found out which language-speaking voice communication disorders are the most commonly encountered, how much time do preschool teachers dedicate to their work on inclusion, how many children are working with professional associates, and how big is the need for educational inclusion in a preschool institution. I concluded that the inclusion of children with language-speaking vocal disorders does not give enough time and attention for various reasons, although the respondents agree that they need it.

• Keywords: odgojno-obrazovna inkluzija; poremećaji govora; glasa i jezika; odgojitelj; suradnja
• Keywords (english): inclusion in education; vocal and speech disorders; preschool teacher; cooperation
• Language: croatian
• URN:NBN: urn:nbn:hr:147:074355
• 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: 2018-01-17 10:17:11