Title Inkluzija djece s teškoćama u ustanove ranog i predškolskog odgoja i obrazovanja Title (english) Including Disabled Children In Early Education And Preschool Institutions Author Ines Šćuri Mentor Jasna Kudek Mirošević (mentor)Mentor Zlatko Bukvić (sumentor)Committee member Tea Pahić (predsjednik povjerenstva)Committee member Zlatko Bukvić (član povjerenstva)Committee member Jasna Kudek Mirošević (član povjerenstva)Granter University of Zagreb Defense date and country 2021-07-09, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Odnos prema djeci s teškoćama, posebno prema njihovom obrazovanju, mijenjao se kroz povijest
i ovisio je o brojnim faktorima kao što su kulturni, ekonomski, politički i socijalni. Pojavom
socijalnog modela dolazi do značajnih promjena u odnosu društva prema osobama s invaliditetom.
Socijalni model naglašava da invaliditet nije individualni problem te da društvo treba ukloniti
prepreke koje mnogima sprječavaju ravnopravno sudjelovanje u društvu. Naime, invaliditet je
rezultat ograničenja i prepreka u okolini koji svojim kumulativnim djelovanjem sprječavaju
potpuno i aktivno sudjelovanje osobe. Inkluzivno obrazovanje podrazumijeva nediskriminaciju,
suradnju odgojno-obrazovne ustanove s drugim javnim službama i čitavom zajednicom kako bi se
svoj djeci omogućio razvoj vlastitih potencijala i sudjelovanje u procesu učenja. Važna sastavnica
uspješnosti odgojno-obrazovne inkluzije kompetencije odgojitelja. Ključne kompetencije
predstavljaju kombinaciju znanja, vještina, sposobnosti i stavova. Očekuje se da odgojitelji i
učitelji kao temeljni nositelji odgojno-obrazovnog procesa posjeduju potrebne kompetencije i
imaju inkluzivna uvjerenja. Odgojitelji u različitim organizacijskim i prostornim uvjetima imaju
odgovornost kreirati i provoditi programe koji odgovaraju različitim potrebama djece rane i
predškolske dobi. Ostvarivanje odgojno-obrazovne inkluzije u odgojnoj skupini znatno ovisi o
međudjelovanju stavova, znanja, fleksibilnosti i kreativnosti odgojitelja. Na kvalitetu neposrednog
rada i inkluzivnu praksu nepovoljno može djelovati broj djece u skupinama, nedovoljan broj
odgojitelja i drugog odgovarajućeg profesionalnog osoblja te nedostatne podrške odgojiteljima.
Podaci dobiveni u istraživanjima kompetencija i stavova odgojitelja pokazuju da nisu
zadovoljavajući. Vidljivo je da tek polovina odgojitelja nastoji svoju praksu uskladiti s potrebama
djece i suvremenim pedagoškim spoznajama. Sustavu predškolskog odgoja bitno je posvetiti veću
pozornost kako bi mogao zadovoljiti potrebe djece s teškoćama u razvoju te njihovo pravo na
primjereni odgoj i obrazovanje. Cilj ovog rada bio je istražiti modele odnosa društva prema
osobama s invaliditetom, uspješnost odgojno-obrazovne inkluzije, osvrnuti se na obrazovanje,
kompetencije i stavove odgojitelja, ulogu pomoćnika u dječjim vrtićima, vršnjaka i roditelja djece
s teškoćama u razvoju te ukazati na postojanje faktora koji sprječavaju potpunu realizaciju
odgojno-obrazovne inkluzije.
Abstract (english) The attitude towards children with disabilities, especially concerning their education, has
constantly been changing throughout history, and has depended on a number of factors such as the
the cultural, economic, political and social factors. The society's attitude towards persons with
disabilities changed significantly with the emergence of the social model. The social model points
out that a disability is not an individual problem, and that the society needs to remove all obstacles
which prevent equal participation in the society. Inclusive education implies non-discrimination,
the cooperation of educational institutions with other public services and with the entire
community in order to enable the development of personal potentials, as well as participation in
the process of education to all children. An important competence for the success of the inclusion,
is the competence of the educator. The key comptencies are a combination of knowledge, skills,
abilities and the attitude of the educator.Thus, it is desirable that educators, who are involved in
implementing inclusion into education, have all the necessary competencies for its
implementation. Educators, in different organizational and spatial conditions are responsible for
creating and implementing programs which meet the various needs of early and preschool age
children. Achieving educational inclusion in an educational group depends on the interaction of
attitudes, knowledge, flexibility and creativity of the educator. However, the quality of the direct
work and the inclusion can be affected by number of children in the groups, the limited
professional staff and insufficient support for educators. Researches on the educators'
competencies and attitudes have shown that the data obtained is not satisfactory. It is obvious that
only half of the educators put effort in trying to harmonize their work with the children's needs and
with the contemporary pedagogical knowledge. Much more attention should be paid to the
preschool education system in order to meet the needs of children with disabilities and their right
to appropriate education and socialization. The purpose of this paper was to explore the models of
the society's relationship to persons with disabilies, the success of inclusion into education, the
educators' competencies and attitudes, the role of assistants in kindergartens as well as the role that
the parents and peers of children with disabilities have in their development, and to point out that
there are other factors which prevent full inclusion.
Keywords
inkluzija
djeca s teškoćama
odgoj i obrazovanje
odgojitelj
Keywords (english)
inclusion
children with disabilities
education
educator
Language croatian URN:NBN urn:nbn:hr:147:132318 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 2021-12-14 11:54:43
