Kompetencije budućih odgojitelja u radu s djecom s teškoćama u razvoju

master's thesis

• Title (english): Kompetencies of future pre-school teachers to work with children with disabilities
• Author: Ivana Kraljević
• Mentor: Maša Malenica (mentor)
• Committee member: Maša Malenica (član povjerenstva)
• Committee member: Milan Stanojević (predsjednik povjerenstva)
• Committee member: Anita Pavičić Bošnjak (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2020-09-03, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Put koji je prethodio inkluziji djece s teškoćama u razvoju bio je dugačak i težak. Njihovo uključivanje obilježeno je procesom segregacije i integracije, dok do potpuno inkluzivnog pristupa mnoge zemlje nisu došle. Sukladno mnogim međunarodnim zakonima i dokumentima, djeca ne smiju trpjeti diskriminaciju neovisno o njihovoj rasi, spolu, boji kože, jeziku, vjeri ili teškoćama u razvoju. S pojavom inkluzije raste svijest društvene zajednice o diskriminaciji djece s teškoćama u razvoju. U provedbi inkluzivnog procesa, osim odgajatelja, veliki naglasak stavlja se na ostale sudionike odgojno-obrazovnog procesa, a to su djeca, roditelji i stručni suradnici. Na inkluzivno okruženje utječe i društvo. S obzirom na to da su potrebe za uključivanje djece s teškoćama u razvoju sve veće, veća je i potreba za kvalitetnijim i proširenijim obrazovanjem odgajatelja. Kako bi odgajatelji što kvalitetnije provodili proces inkluzije, potrebne su im određene kompetencije koje će im to omogućiti. U prvom dijelu rada definirani su ključni pojmovi dijete s teškoćama i dijete s posebnim potrebama. Objašnjeni su pojmovi segregacije, integracije i inkluzije te su obrađeni sudionici odgojno-obrazovnog procesa. Veliki naglasak stavljen je na odgajatelja kao nositelja djelatnosti. Zatim slijedi osvrt na obrazovanje odgajatelja i njihove kompetencije za inkluzivnu praksu, što je i glavna tema rada. Cilj ovoga rada je utvrditi osjećaju li se studenti ranog i predškolskog odgoja i obrazovanja, budući pripravnici, spremno i kompetentno za rad s djecom s teškoćama u razvoju. Rezultati istraživanja, dobiveni metodom samoprocjene, djelomično potvrđuju hipotezu da se budući pripravnici ne osjećaju dovoljno kompetentno za rad s djecom s teškoćama u razvoju. Također, studenti smatraju da obrazovni sustav ne nudi dovoljno znanja za rad s djecom s teškoćama u razvoju čime je potvrđena druga hipoteza.

Abstract (english)

The path that preceded the inclusion of children with disabilities was long and difficult. Their inclusion has been marked by a process of segregation and integration, while many countries have not reached a fully inclusive approach. According to many international laws and documents, children must not suffer discrimination regardless of their race, gender, skin color, language, religion or developmental disabilities. With the advent of inclusion, community awareness of discrimination against children with disabilities is growing. In the implementation of the inclusive process, in addition to educators, large accent is placed on other participants in the educational process and those are children, parents and professional associates. An inclusive environment is also influenced by one important factor, society. As the need for the inclusion of children with disabilities is growing, so is the need for better and more extensive education for educators. In order for educators to carry out the inclusion process as well as possible, they need certain competencies that will enable them to do so. The first part of the paper defines the key concepts a child with disabilities and a child with special needs. The concepts of segregation, integration and inclusion are explained and the participants in the educational process are discussed. Large accent is placed on the educator as the holder of the activity. This is followed by a review of educators' education and their competencies for inclusive practice, which is the main topic of the paper. The aim of this paper is to determine whether students of Early Childhood and Preschool Education, future educators, feel ready and competent to work with children with disabilities. The results of the research, obtained by the self-assessment method, partially confirm the hypothesis that future educators do not feel competent enough to work with children with disabilities. Also, students feel that the education system does not offer enough knowledge to work with children with disabilities thus confirming the second hypothesis.

• Keywords: djeca s teškoćama u razvoju; inkluzija; obrazovanje; kompetencije
• Keywords (english): children with disabilities; inclusion; education; competencies
• Language: croatian
• URN:NBN: urn:nbn:hr:147:103729
• 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: 2021-03-24 10:41:03