| Abstract | Prosječno jedno od 750 sve novorođene djece rađa se sa sindromom Down, kromosomskim poremećajem koji se pojavljuje zbog viška jednog kromosoma ili dijela kromosoma u jezgri stanice tijela. Sprječava normalan fizički, ali i mentalni razvoj djeteta. Obzirom na to da postoje tri kopije 21. kromosoma, kao “trisomija 21”poznat je regularni tip sindroma Down. Postavljanjem dijagnoze kod novorođenog djeteta, mijenja se život roditelja, ali i čitave obitelji. Stoga je važna pravovremena i dobra informiranost o tom poremećaju, poteškoćama koje nosi, izazovima koji obitelj očekuju, kao i podrška šire zajednice. Kod osoba sa sindromom Down postoji veći rizik od urođenih bolesti ili kasnije pojave nekih bolesti, poput srčanih grešaka, bolesti štitnjače, problema sa sluhom i vidom ili probavnim sustavom, Alzheimerove bolesti, leukemije. Ovaj završni rad želi izložiti bitne informacije o obrazovanju djece s Down sindromom u redovnim osnovnim školama uz pomoć dostupne literature. Posebno se želi istaknuti važnost pomoći i podrške tijekom inkluzije djece s Down sindromom koja može doprinijeti boljem i bržem razvoju navedene djece. Suvremena pedagogija inkluziju sagledava kao bitnu stavku koja obogaćuje živote djece s posebnim potrebama, ali i ostale djece koja se nalaze u kontaktu s djecom s Down sindromom. U teorijskom djelu rada, osim uvodnih razmatranja, pokušat će se odgovoriti na pitanje što je Down sindrom te objasniti nešto više o inkluziji djece s Down sindromom Osobe sa sindromom Down dio su naše zajednice, bave se raznim aktivnostima, pohađaju školu, a neke su i zaposlene. Žive s obiteljima, ili s prijateljima, a neki i samostalno. Mogućnosti za osobe sa sindromom Down danas su daleko veće nego u prošlosti, temeljem odmicanja tradicionalno postavljenih granica. Kvalitativni pomaci plod su zajedničkih napora roditelja, stručnjaka i šire zajednice. |
| Abstract (english) | On average, one out of 650 newborns is born with Down syndrome, a chromosomal disorder caused by an extra chromosome or part of a chromosome in the nucleus of each body cell. This disorder prevents the normal physical and mental development of the child. Down's syndrome causes chromosomes to missort during cell division of gametes, so that an excess of all or part of one chromosome is found in the cell. Since there are three copies of the 21st chromosome, the regular type of Down syndrome is also known as "trisomy 21". Diagnosing Down syndrome in a newborn child significantly changes the life of the parents and the entire family. Therefore, it is important to be well informed about this disorder, the difficulties it brings, the challenges that the family expects, as well as the support of the wider community. People with Down syndrome have a higher risk of congenital diseases or the later appearance of some diseases, such as heart defects, thyroid disease, problems with hearing and vision or the digestive system, Alzheimer's disease, leukemia. This final paper aims to present essential information about the education of children with Down syndrome in regular primary schools with the help of available literature. We would like to emphasize the importance of help and support during the inclusion of children with Down syndrome, which can contribute to better and faster development of said children. Contemporary pedagogy sees inclusion as an essential element that enriches the lives of children with special needs, but also of other children who are in contact with children with Down syndrome. In the theoretical part of the work, apart from the introductory considerations, an attempt will be made to answer the question of what Down syndrome is and to explain a little more about the inclusion of children with Down syndrome. People with Down syndrome are part of our community, they engage in various activities, attend school, and some are employed. They live with families, or with friends, and some live independently. The possibilities for people with Down syndrome are much greater today than in the past, based on the advancement of traditionally set boundaries. Qualitative changes are the result of the joint efforts of parents, experts and the wider community. |
