Kompetencije odgojitelja u radu s djecom s poremećajima iz spektra autizma

master's thesis

• Title (english): Preschool teachers' competencies working with children with autism spectrum disorders
• Author: Petra Bašić
• Mentor: Jasna Kudek Mirošević (mentor)
• Committee member: Marina Đuranović (predsjednik povjerenstva)
• Committee member: Irena Klasnić (član povjerenstva)
• Committee member: Jasna Kudek Mirošević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-17, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Inkluzijom djece s posebnim odgojno-obrazovnim potrebama u redovite programe odgojnoobrazovnih ustanova, omogućava im se da, bez obzira na njihove sposobnosti i mogućnosti, odrastaju i imaju jednaka prava kao i sva ostala djeca. Ustanove koje provode inkluzivnu pedagošku praksu, dužne su osigurati im kvalitetno individualizirani pristup, koji će zagovarati njihova prava i poštovati individualne potrebe svakog djeteta. U radu s djecom s poremećajima iz spektra autizma, od odgojitelja se očekuje visoka razina profesionalne kompetentnosti, ali i od ostalih stručnih suradnika koji djeluju u ustanovi. U cilju poštovanja djetetovog identiteta u cijelosti, potrebna su određena znanja, vještine i sposobnosti koje će odgojno-obrazovnim djelatnicima pomoći u planiranju odgojno-obrazovnog programa. Kompetentan odgojitelj onaj je odgojitelj koji koristi svoja znanja i sposobnosti kako bi djetetu s poremećajima iz spektra autizma, promatranjem i „slušanjem“ omogućio zadovoljenje njegovih potreba i poštovanje djetetovih interesa, a u cilju poticanja djetetova razvoja i ostvarivanja svih njegovih potencijala i sposobnosti. Za kvalitetan inkluzivan pristup djetetu, važna je suradnja odgojitelja s roditeljima i članovima stručnog tima kako bi mu se omogućilo sve što mu je potrebno. No jesu li zaista odgojitelji kompetentni za rad s djecom s poremećajima iz spektra autizma? Imaju li pomoć i podršku roditelja i stručnih suradnika? Koje su barijere koje odgojiteljima onemogućavaju da provode kvalitetan program i rad s djecom s posebnim odgojno-obrazovnim potrebama? U svrhu ovoga rada, provedeno je istraživanje među odgojiteljima, koji su putem anketnog upitnika zamoljeni da, prema vlastitoj procjeni svojih kompetencija, razinom suradnje sa stručnim suradnicima u svojoj ustanovi i roditeljima, iskažu stav o vlastitoj razini profesionalne kompetentnosti za rad s djecom s poremećajima iz spektra autizma.

Abstract (english)

The inclusion of children with special educational needs in the regular programs of educational institutions enables them, regardless of their abilities and possibilities, to grow up and have the same rights as all other children. Institutions that implement inclusive pedagogical practice are obliged to provide them with a well-tailored program, which will advocate for their rights and respect the individual needs of each child. When working with children with autism disorders, preschool teachers are expected to have a high level of professional competence, and the same applies to other professional associates working in the institution. In order to respect the child's identity as a whole, certain knowledge, skills and abilities are needed that will help preschool teachers in planning the educational program. A competent preschool teacher is an educator who uses it’s knowledge and abilities to enable a child with autism spectrum disorders to observe and listen to it’s needs and respect the child's interests, in order to encourage the child's development and realization of all his potentials and abilities. For a quality inclusive approach to the child, it is important for the preschool teacher to cooperate with parents and members of the professional team in order to provide the child with everything he needs. But are preschool teachers really competent to work with children with autism spectrum disorders? Do they have the help and support of parents and professional associates? What are the barriers that prevent preschool teachers from implementing a quality program and from working with children with special educational needs? For the purpose of this paper, a survey was conducted among
preschool teachers, who were asked to express their opinion on their own level of professional competence for working with children with autism spectrum disorders, and the level of cooperation with professional associates in their institution and parents.

• Keywords: odgojno-obrazovna inkluzija; poremećaji iz spektra autizma; kompetentnost odgojitelja; individualizirani pristup; suradnja
• Keywords (english): educational inclusion; autism spectrum disorders; preschool teacher competences; individualized approach; collaboration
• Language: croatian
• URN:NBN: urn:nbn:hr:147:206917
• 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: 2022-07-07 12:03:54