Samoprocjena kompetencija odgajatelja za rad s djecom s poremećajima spektra autizma

undergraduate thesis

• Title (english): Self-Assessment Of Educator's Competencies For Work With Children With Autism Spectrucum Disorder
• Author: Žana Sanković
• Mentor: Jasna Kudek Mirošević (mentor)
• Committee member: Zlatko Bukvić (predsjednik povjerenstva)
• Committee member: Goran Lapat (član povjerenstva)
• Committee member: Tea Pahić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2020-09-08, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

Poremećaji iz spektra autizma su pervazivni razvojni poremećaji, koji se
javljaju u ranom djetinjstvu i traju cijeli život. Obuhvaćaju gotovo sve psihičke
funkcije osobe i odražavaju se u svim sferama života. Kod djece s poremećajima iz
spektra autizma iznimno je izraženo zaostajanje u socijalnom razvoju. Djecu s
poremećajima iz spektra autizma, najčešće se doživljava kao djecu koja su „u svom
svijetu“ te se često doimaju „isključenim“ jer se dugo zadržavaju u stereotipnim i
ponavljajućim aktivnostima. Isto tako, izbjegavaju fizički kontakt i kontakt očima s
drugim osobama, pokazuju otpor i prema najmanjim promjenama u njihovoj okolini,
ustraju na poštivanju rutina te su često senzorno preosjetljivi ili pak neosjetljivi.
S obzirom na sve veći broj djece kojima se dijagnosticiraju poremećaji iz
spektra autizma, važno je da princip inkluzije u redovnom programu ustanove ranog i
predškolskog odgoja i obrazovanja postane pravilo, a ne iznimka. Kako bi se navedeno
ostvarilo, prije svega je važno postaviti temelj kvalitetne odgojno-obrazovne prakse,
tako da se omogući edukacija, a samim time i unaprijede kompetencije odgajatelja, ali
i vrtićkog kolektiva u cjelini. Osim što svaki odgajatelj mora posjedovati kompetencije
i znanja za rad s djecom tipičnog razvoja, također za njima ne smiju zaostajati i
kompetencije za rad s djecom s nekom od teškoća u razvoju.
U svrhu ovog rada provedeno je istraživanje putem kojeg su odgajatelji
napravili samoprocjenu svojih kompetencija za rad s djecom s teškoćama iz spektra
autizma. Središnji cilj istraživanja je analiza samoprocjene kompetencija odgajatelja
za profesionalni rad s djecom koja manifestiraju teškoće okarakterizirane
poremećajima iz spektra autizma. Analiza dobivenih rezultata ukazala je na činjenicu
da se ispitani odgajatelji ne osjećaju kompetentno za rad s djecom s poremećajima iz
spektra autizma. Dakle, neophodno je da dođe do promjene u sustavu ranog odgoja i
obrazovanja, kako bi se osigurali čvršći temelji za uključivanje djece s poremećajima
iz spektra autizma u redovni program ranog i predškolskog odgoja i obrazovanja.

Abstract (english)

Autism spectrum disorders are pervasive developmental disorders that occur in
early childhood, and lasts lifetime. They cover almost all mental functions of a person
and are reflected in almost all spheres of life. The lag in their social development is
extremely expressed. Children with autism spectrum disorder are most often perceived
as children who live "in their own world" and they often seem "disconnected" because
they can stay in stereotypical and repetitive activities for a long time. They also avoid
any physical or eye contact with other people, they show resistance to the slightest
changes in their environment, they insist on respecting their routines and they are often
sensory hypersensitive or insensitive.
Considering the growing number of children who are diagnosed with autism
spectrum disorders, it is important that the inclusion of the children in the regular
program of preschool education becomes the rule, not the exception. In order to
achieve that, the most important is to lay good foundation for good quality in
educational practice, in a way that enables education, and thus improves the
competencies of educators, but also the kindergarten staff as a whole. Every educator
must have the competencies and knowledge to work with a child who is of typical
development, but he also must possess the knowledge and competencies to work with
children with any of the developmental difficulties, such as autism spectrum disorders.
For the purpose of this paper, research was conducted to examine the educators
self-assessment of their competencies for working with children with autism spectrum
disorders. The main goal of this research is to analyze the self-assessment of early
educators' competencies for professional work with children that manifest difficulties
characterized by disorders from the autism spectrum. The analysis show the fact that
the surveyed educators do not feel competent to work with children with autism
spectrum disorders. Therefore, it is necessary to make some changes in the system of
preschool education, in order to provide better conditions for the inclusion of children
with autism spectrum disorders.

• Keywords: samoprocjena kompetencija; odgajatelji; poremećaji iz spektra autizma; inkluzija
• Keywords (english): self-assessment; educators; autism spectrum disorders; inclusion
• Language: croatian
• URN:NBN: urn:nbn:hr:147:700286
• 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) odgojitelj/odgojiteljica djece rane i preškolske dobi (sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/baccalaurea) odgojitelj/odgojiteljica djece rane i preškolske dobi)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-01-14 09:16:32