Uključivanje odgajatelja i roditelja o uključivanju djece s poremećajem iz spektra autizma (psa) u predškolske ustanove

undergraduate thesis

• Title (english): Educators And Parents Opinions On The Inclusion Of Children With Autism Spectrom Disorders In Preschool Institutions
• Author: Rosana Šolman
• Mentor: Jasna Kudek Mirošević (mentor)
• Mentor: Zlatko Bukvić (sumentor)
• Committee member: Tea Pahić (predsjednik povjerenstva)
• Committee member: Jasna Kudek Mirošević (član povjerenstva)
• Committee member: Zlatko Bukvić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-16, 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

Poremećaj iz spektra autizma je neurobiološki razvojni poremećaj mozga, uzrok poremećaja iz spektra autizma još uvijek je nepoznat. Većina znanstvenika vjeruje da se radi o psihičkim, ali i organskim faktorima koji se isprepleću. Djeca s poremećajem iz spektra autizma vide, čuju i osjećaju, ali te utiske teško sklapaju u smislenu cjelinu pa se zbog toga povlače u vlastiti svijet u kojem nalaze sigurnost. Stručnjaci smatraju kako budućnost djece s poremećajem iz spektra autizma uvelike ovisi o ranom otkrivanju i što ranijem uključivanju u psihopedagoški tretman. Razvoj djeteta s poremećajem iz spektra autizma do pojave prvih simptoma može biti uredan, ili se barem tako čini. Dijete s poremećajem iz spektra autizma ne razumije ili slabo razumije tuđi govor (kao da mu netko govori stranim i nerazumljivim jezikom). Često se ponaša kao da je gluho, kao da ne čuje, ne reagira i ne obazire se na pozive. Dijete ne shvaća složene poruke, inzistiranje na složenim porukama može pogoršati njegovo stanje, povećati strah, frustraciju i nezadovoljstvo zbog nerazumijevanja.
Djeca s poremećajem iz spektra autizma imaju teškoća u razumijevanju tuđih emocija, odnosno teško prepoznaju kada su drugi tužni, veseli, ljuti te zbog toga imaju teškoća u suosjećanju s drugim osobama. Dijete s poremećajima iz spektra autizma nema maštovite i smislene igre, ne igra se s drugom djecom.
Rezultati istraživanja pokazali su da odgajatelji smatraju da nisu dovoljno educirani za rad s djecom s poremećajem iz spektra autizma i da im je potrebno usavršavanje. Roditelji kao i odgajatelji smatraju da se djeca s poremećajem iz spektra autizma trebaju uključiti u grupe s ostalom djecom. Također odgajatelji smatraju da je potrebno da se uključi treće lice u rad s
djecom s teškoćama u razvoju.

Abstract (english)

Autism spectrum disorders are developmental disorders of neurobiological origin whose specific cause is still unknown. Most scientists believe that these are psychological but also organic factors that intertwine. Children with autism spectrum disorders see, hear and feel, but these impressions are difficult to put together into a meaningful whole, so they retreat into their own world where they find security. Experts believe that the future of such children largely depends on early detection and what is previously involved in psycho-pedagogical treatment. The development of a child with an autism spectrum disorder to the onset of the first symptoms may be orderly, or so it seems. A child with an autism spectrum disorder does not
understand or understand someone else's speech (as if someone is speaking a foreign and unintelligible language). He often acts as if he is deaf as if he is not heard, does not react, and does not heed calls. If the child does not understand complex messages, insisting on complex messages can worsen his condition, and increase fear, frustration, and dissatisfaction due to misunderstanding.
Children with autism spectrum disorders have difficulty understanding other people's emotions, if they have difficulty recognizing when others are sad, happy, or angry, and therefore have difficulty empathizing with other people. A child with autism spectrum disorders does not have imaginative and meaningful play and does not play with other children.
The results of the research showed that educators believe that they are not educated enough to work with children with autism spectrum disorders and that they need training. Parents as well as educators believe that children with autism spectrum disorders should be included in groups with other children. Educators also believe that it is necessary to involve a
a third party in working with children with special needs so that everything can be emptied
properly.

• Keywords: poremećaj iz spektra autizma; emocije; igre; usavršavanje
• Keywords (english): autism spectrum disorders; emotions; games; training
• Language: croatian
• URN:NBN: urn:nbn:hr:147:948911
• 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: 2021-12-08 13:15:28