Title Strategije podrške odgojitelja u radu s djecom s teškoćama Title (english) Educators´ support strategies in working with children with disabilities Author Marta Beader Mentor Jasna Kudek Mirošević (mentor)Committee member Irena Klasnić (predsjednik povjerenstva)Committee member Marina Đuranović (član povjerenstva)Committee member Jasna Kudek Mirošević (član povjerenstva)Granter University of Zagreb Defense date and country 2022-09-20, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Inkluzivan rani i predškolski odgoj i obrazovanje podrazumijeva uključivanje djece s teškoćama u redovne vrtićke programe, uz različite čimbenike podrške o kojima ovisi kvaliteta inkluzivnog odgoja i obrazovanja (Rudelić i sur., 2013). Ona se temelji na individualnom pristupu djetetu, uključenosti djetetu svih važnih osoba, suradnji stručnog tima i odgojitelja, inkluzivnom okruženju te evaluaciji kvalitete inkluzije. Za djecu s teškoćama inkluzija ne znači samo uključivanje, već im se njome omogućuje zajedničko učenje koje ojačava njihovo sudjelovanje u učenju i kulturi zajednice. Naglasak se stavlja na osiguravanje primjerene podrške i zadovoljavanje djetetovih individualnih odgojno-obrazovnih potreba (Bouillet, 2010). Da bi postigli određene ciljeve u radu s djecom s teškoćama, odgojitelji bi trebali primjenjivati odgojne strategije i kroz njih uspostaviti svoj odnos s djecom. Prema tome, svrha ovog rada bila je ispitati kakve strategije podrške odgojitelji koriste u radu s djecom s teškoćama. Isto tako, ispitivalo se koliko su odgojitelji upoznati s metodama rada s djecom s teškoćama, kakvu podršku dobivaju od stručnog tima, kakvi su prostorni i materijalni uvjeti te koliko često se stručno usavršavaju. Istraživanje se provodilo od ožujka do lipnja 2022. godine, a u istraživanju je sudjelovalo 202 odgojitelja s područja Republike Hrvatske. Rezultati istraživanja pokazali su da veći dio odgojitelja nema dovoljno didaktičkih sredstava i pomagala za rad, često ne dobivaju informacije o djeci s teškoćama u skupini, rijetko dobivaju podršku stručnog tima, a veći dio njih smatra da nije kompetentan za rad s djecom s teškoćama. Unatoč tome, rezultati su pokazali da većina odgojitelja pruža odgojno-obrazovnu podršku djeci s teškoćama. Često pripremaju prostor i prilagođavaju poticaje te izrađuju i pripremaju individualizirana sredstva za rad da bi djeca s teškoćama mogla sudjelovati u svim aktivnostima.
Abstract (english) Early childhood and preschool inclusive education refer to the inclusion of children with disabilities in regular kindergarten programs using different supporting factors, on which the quality of inclusive education varies. (Rudelić i sur., 2013). It is based on an individual approach to the child and includes the involvement of the child’s important life figures, cooperation of expert team and educators, inclusive surroundings, and evaluation of inclusion quality. For children with disabilities inclusive education not only focuses on inclusion, but also enables them to experience joint learning which strengthens their participation in studying and community culture. Emphasis is placed on ensuring adequate support and satisfying the child’s individual educational needs. (Bouillet, 2010). To achieve certain goals when working with children with disabilities, educators should apply educational strategies and obtain through them established relationships with children. The main object of this theses was to examine which support strategies educators use working with children with disabilities. The thesis also examined how well educators are acquainted with methods when working with children with disabilities, of the level of support they receive from expert teams, whether they have appropriate spatial and material conditions and how often educators receive professional development courses. Research was conducted from March to June 2022and included 202 participants with an education background from Republic of Croatia. Results showed that the greater part of educators don’t have enough didactic means and aids for work. In addition, they often don’t get necessary information about children with disabilities in their groups, and rarely obtain assistance from their expert team. Majority of educators consider themselves not capable to work with children with disabilities. Despite this, the results showed that most educators did provide educational support for children with disabilities, and that they often prepare the surroundings and adapt stimuluses, make individual means for work, so children with disabilities could participate in all activities.
Keywords
djeca s teškoćama
inkluzivni odgoj i obrazovanje
uloga odgojitelja
strategije podrške
Keywords (english)
children with disabilities
inclusive education
educators’ role
support strategies
Language croatian URN:NBN urn:nbn:hr:147:561914 Study programme Title: Graduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2023-02-22 10:57:18
