Autizam kod djece

undergraduate thesis

• Author: Natally Tešić
• Mentor: Siniša Opić (mentor)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2017-10-12, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Autizam podrazumijeva razvojni poremećaj koji se najčešće javlja prije treće godine života i traje cijeli život. Nažalost, izlječenja nema, međutim djeci s autizmom može se osigurati kvalitetniji život uz adekvatnu inkluziju u predškolskom sustavu. Djeca s autizmom imaju poteškoće u psihičkom razvoju od kojih je najčešći nedostatak komunikacijskih vještina i nemogućnost interakcije s drugim ljudima. Djecu s autizmom je oduvijek bilo teško uključiti učinkovito u obrazovne i rekreacijske aktivnosti. Danas je prisutno uključenje sve većeg broja djece s autizmom u predškolske ustanove. Ne postoji jedinstven i univerzalni inkluzivni pristup u radu s djecom koja imaju autizam. Razlog tomu leži u činjenici da postoje različite varijacije u težini slučaja od djeteta do djeteta. Ranija inkluzivna intervencija i odabir individualiziranih pristupa ključni su u poticanju razvijanja socijalnih vještina i općenito poboljšanja kod djece s autizmom. To uključuje primjenu specifičnih metoda i postupak odgojitelja, koji se smatraju ključnim čimbenicima razvoja emocionalno – socijalnih vještina kod djece s autizmom. Cilj je pružiti aktivnosti koje promiču dinamičke interakcije između djece s autizmom i djece urednog razvoja gdje se upotrjebljava razvojno – bihevioralni pristup. Kompetencije odgojitelja su svakako važne kako bi se osigurala adekvatna primjena individualiziranih programa, pristupa i primjene metoda. Dobra vijest je da djeca s teškoćama u razvoju koji su uključena u institucije stječu pozitivne rezultate na razvojnim područjima. Svrha rada je dati prikaz inkluzije djece s autizmom u predškolskim ustanovama. Cilj rada je dobiti uvid u stavove odgojitelja o važnosti edukacije, vlastite kompetentnosti u poznavanju simptoma autističnog spektra, te općenito o inkluziji djece u predškolskoj instituciji. Rezultati bi mogli biti pokazatelji u kojem smjeru se iduća istraživanja mogu provoditi.

Abstract (english)

Autism implies development disorder which is most common before third year and lasts for a lifetime. Unfortunately, there is no cure, however, the children can be assisted to assure a quality life with adequate inclusion in preschoiol system. Children with autism have mental development disorder of which the lack of communication skills and impossibility to interact with people. Children with autism have always been among the most difficult to include effectively in educational and recreational activities. Inclusion in preschool facilities of ever growing number of children with autism is present and encouraged. There is no unique or universal inclusion pattern to work with children with autism The reason why is a fact that there are different variations in degree of autism from child to child. Earlier inclusion intervention and process of individual approaches are key to encourage social skill development and overall improvements with children wioth autism It includes applications of specific methods and procedures of educators, which are considered as key factors of emotional-social skill development of children with autism. The goal is to provide classroom activities that promote dynamic interactions between children with autism and children with normal development. The competence of educators are key to assure adequate application of individualized programs, admission and application methods. The good news is that children with disabilities who are included in institutions gain positive results across developmental domains. The goal of the work is to present children with autism with review on preschool inclusion. The goal of work is to show and define the stance of educators on importance of education, self-competence in autism spectrum disorder, and overall inclusion of children in preschool institutions. The results should be indicators in which directions the next research could be made.

• Keywords: poremećaj iz spektra autizam; inkluzija; kompetentnost odgojitelja; individualizirani program
• Keywords (english): autism spectrum disorder; inclusion; the competence of the educator; individualized program
• Language: croatian
• URN:NBN: urn:nbn:hr:147:488821
• 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) ranog i predškolskog odgoja i obrazovanja (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-01-25 07:58:26