Inkluzivni pristup odgojitelja u radu s djecom s teškoćama u razvoju

master's thesis

• Title (english): Inclusive Approach to Educatros in Working with Children with Disabilities
• Author: Kristina Bezuh
• Mentor: Jasna Kudek Mirošević (mentor)
• Committee member: Blaženka Bačlija Sušić (predsjednik povjerenstva)
• Committee member: Igor Peteh (član povjerenstva)
• Committee member: Jasna Kudek Mirošević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2020-09-25, 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

Inkluzija djece s teškoćama u redovite ustanove ranog i predškolskog odgoja zahtijeva podršku odgojitelja, roditelja i stručnih suradnika. Oni zajedno izrađuju individualizirani kurikulum za pojedino dijete s teškoćama imajući u vidu sve njegove individualne potrebe, mogućnosti i sposobnosti. U inkluzivnim odgojno-obrazovnim skupinama dobivaju svi- i djeca s teškoćama i djeca bez teškoća jer uče o različitostima i razvijaju empatiju od najranijeg djetinjstva. Odgojitelji su ključne osobe koje su svakodnevno u interakciji s djecom s teškoćama te je važno da se kontinuirano profesionalno usavršavaju uz najnovije metode i tehnike. Osnovni cilj provedenog istraživanja je ispitati samoprocjenu odgojitelja o individualiziranom pristupu u radu s djecom s teškoćama. Rezultati dobiveni anketnim upitnikom su pokazatelj odgojiteljevih stavova prema kvaliteti inkluzije u suvremenim ustanovama ranog i predškolskog odgoja i obrazovanja. Rezultati su pokazali kako su odgojitelji spremni na rad s djecom s teškoćama te kako smatraju da je izrazito važna suradnja sa stručnim suradnicima i roditeljima, ali i njihove stručne kompetencije za rad s djecom s teškoćama.

Abstract (english)

Including children with disabilities in regular early childhood and preschool institutions requires the support of educators, parents, and professional associates. Together, they develop an individualized curriculum for an individual child with disabilities, keeping in mind all his individual needs, possibilities and abilities. In inclusive educational groups, all children with disabilities and children without difficulties receive benefits because they learn about differences and develop empathy from the earliest childhood. Educators are key people who interact with children with disabilities on a daily basis, it is important that they continuously improve their professional skills with the latest methods and techniques. The aim of this thesis is the educator's self-assessment of an individualized approach to working with children with disabilities. The results obtained by the survey questionnaire are indicators of educators' attitudes towards the quality of inclusion in modern institutions of early and preschool education. The results have shown that educators are ready to work with children with disabilities and that they find cooperation with professional associates as well as their competences extremely important.

• Keywords: individualizirani kurikulum; kompetencije odgojitelja; odgojno-obrazovna inkluzija; suradnja
• Keywords (english): individualized curriculum; educator competencies; educational inclusion; cooperation
• Language: croatian
• URN:NBN: urn:nbn:hr:147:971015
• 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: 2021-03-03 12:06:01