Title Inkluzivni pristup uključivanju djece s teškoćama u rani i predškolski odgoj i obrazovanje Title (english) Incluzive approach to the inclusion of children with disabilities in early and preschool education Author Ivana Brlek Mentor Jasna Kudek Mirošević (mentor)Committee member Zlatko Bukvić (predsjednik povjerenstva)Committee member Tea Pahić (član povjerenstva)Committee member Jasna Kudek Mirošević (član povjerenstva)Granter University of Zagreb Defense date and country 2024-09-04, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Cilj ovoga rada je istražiti u kojoj mjeri se odgojitelji samoprocjenjuju kompetentnima za provođenje inkluzivne prakse u svojim ustanovama ranog i predškolskog odgoja i obrazovanja s naglaskom na suvremene pristupe koje provode za učenje i poučavanje. U radu se također opisuje važnost inkluzije djece s posebnim odgojno-obrazovnim potrebama u redovitim odgojno-obrazovnim ustanovama. Naglasak se stavlja na inkluzivni pristup uključivanja djece s posebnim odgojno-obrazovnim potrebama u rani i predškolski odgoj i obrazovanje koji se zasniva na načelu osiguravanja ravnopravnog pristupa obrazovnim mogućnostima za svu djecu, neovisno o njihovim individualnim sposobnostima i teškoćama. Ovaj pristup naglašava važnost stvaranja podržavajućeg i prilagođenog okruženja koje omogućuje djeci s posebnim odgojno-obrazovnim potrebama da sudjeluju u svim aktivnostima zajedno sa svojim vršnjacima. Ključne komponente inkluzivnog pristupa uključuju prilagodbu i individualizaciju kurikula i asistivne tehnologije te osiguravanje dodatne podrške kroz suradnju sa stručnim timovima, uključujući edukacijske rehabilitatore, logopede, terapeute i socijalne pedagoge. Inkluzivni pristup također naglašava važnost kontinuirane edukacije i profesionalnog razvoja odgojitelja kako bi bili kompetentni za rad s djecom s različitim vrstama teškoća. Suradnja s roditeljima i obiteljima djece s posebnim odgojno-obrazovnim potrebama također je ključna komponenta inkluzivnog pristupa. Roditelji su aktivno uključeni u proces planiranja i provedbe odgojno-obrazovnih aktivnosti, što pomaže u stvaranju koherentnog i konzistentnog okruženja za dijete. U inkluzivnom okruženju, djeca s posebnim odgojno-obrazovnim potrebama imaju priliku razvijati svoje socijalne vještine, osjećaj pripadnosti i samopouzdanje kroz interakciju s vršnjacima. Ovaj pristup ne samo da podržava razvoj djece s posebnim odgojno-obrazovnim potrebama, već i promiče razumijevanje, empatiju i prihvaćanje različitosti među svom djecom, što doprinosi stvaranju inkluzivnije i tolerantnije zajednice. Inkluzivni pristup u ranom i predškolskom odgoju i obrazovanju predstavlja temelj za izgradnju inkluzivnog obrazovnog sustava i društva, osiguravajući da svako dijete, bez obzira na svoje teškoće, ima pravo i mogućnost za optimalan razvoj i obrazovanje.
Abstract (english) The aim of this paper is to investigate the extent to which preschool teachers self-assess themselves as competent to implement inclusive practice in their early childhood education and care institutions, with an emphasis on the modern approaches they implement for learning and teaching. The paper also describes the importance of inclusion of children with special educational needs in regular educational institutions. Emphasis is placed on an inclusive approach to the inclusion of children with special educational needs in early childhood and preschool education, which is based on the principle of ensuring equal access to educational opportunities for all children, regardless of their individual abilities and difficulties. This approach emphasizes the importance of creating a supportive and adapted environment that allows children with special educational needs to participate in all activities together with their peers. Key components of an inclusive approach include adapting the curriculum, using specialized teaching methods and assistive technology, and providing additional support through collaboration with professional teams, including educational rehabilitators, speech therapists, therapists, and social educators. The inclusive approach also emphasizes the importance of continuous education and professional development of educators so that they are competent to work with children with different types of disabilities. Cooperation with parents and families of children with special educational needs is also a key component of an inclusive approach. Parents are actively involved in the process of planning and implementing educational activities, which helps to create a coherent and consistent environment for the child. In an inclusive environment, children with special educational needs have the opportunity to develop their social skills, sense of belonging and self-confidence through interaction with peers. This approach not only supports the development of children with special educational needs, but also promotes understanding, empathy and acceptance of diversity among all children, which contributes to the creation of a more inclusive and tolerant community. An inclusive approach to early childhood education and care is the foundation for building an inclusive education system and society, ensuring that every child, regardless of their difficulties, has the right and opportunity for optimal development and education.
Keywords
individualizirani pristup
inkluzivni pristup
posebne odgojno-obrazovne potrebe
rani i predškolski odgoj i obrazovanje
Keywords (english)
early childhood education and care individualized approach
inclusive approach
special educational needs
Language croatian URN:NBN urn:nbn:hr:147:695504 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 2024-09-26 08:02:42
