Mišljenja studenata Ranog i predškolskog odgoja i obrazovanja i zaposlenih odgojitelja o uključivanju djece s teškoćama u programe/ustanove ranog i predškolskog odgoja

undergraduate thesis

• Title (english): Attitudes Of Students Pursuing A Degree In Early Childhood And Preschool Education And Qualified Educators Towards The Inclusion Of Children With Special Needs In Early Childhood And Preschool Education Programs And Institutions
• Author: Jelena Žinić
• Mentor: Zlatko Bukvić (mentor)
• Committee member: Goran Lapat (predsjednik povjerenstva)
• Committee member: Tea Pahić (član povjerenstva)
• Committee member: Zlatko Bukvić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2022-07-11, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

U inkluziji se kao dinamičnom društvenom procesu od ranog djetinjstva stavlja naglasak na zajedništvo, vrijednosti i postupanja, ali i na praksu kojom se, neovisno o sposobnostima, podržava pravo djeteta i njegove obitelji na uključenost i participaciju. U tom procesu inkluzije važno je da se osiguraju uvjeti koji su prikladni za djetetov rast i razvoj njegovih sposobnosti te u kojem se zadovoljavaju sve djetetove potrebe i interesi u najvećoj mjeri. Važnu ulogu u kontekstu odgojno-obrazovne i društvene inkluzije imaju stavovi, pristupi i način rada u odnosu na djecu s teškoćama koji se primjenjuju u ustanovama ranog i predškolskog odgoja i obrazovanja. Prema tome, osim promicanja inkluzivnih vrijednosti i kreiranja kulture, profesionalna potpora koju pružaju odgojitelji su ključni aspekt za ostvarenje i postizanje inkluzije u odgoju i obrazovanju. Cilj ovog istraživanja bio je ispitati mišljenja studenata Ranog i predškolskog odgoja i obrazovanja i zaposlenih odgojitelja o uključivanju djece s teškoćama u programe/ustanove ranog i predškolskog odgoja. Nekoliko je pretpostavka postavljeno sukladno cilju ovog istraživanja, a koja su povezana s aktualnim interesima akademske i praktične javnosti. Pretpostavke su da ispitanici smatraju kako tijekom školovanja nisu stekli znanje potrebno za rad s djecom s teškoćama u razvoju, da smatraju da svu djecu, bez obzira na teškoću, treba uključiti u ustanove ranog i predškolskog odgoja, da uključivanje djece s teškoćama u redovne programe ranog i predškolskog
odgoja negativno utječe na ostalu djecu tipičnog razvoja koja su u skupini, da odgojitelj mora uložiti dodatan trud i napor za rad s djetetom s teškoćama u razvoju i na kraju da ispitanici smatraju kako je nužno imati stručne suradnike koji se brinu za dobrobit djece s teškoćama u razvoju.
Istraživanjem smo došli do korisnih rezultata koji itekako mogu utjecati na poboljšanje svijesti o inkluziji, ali i na samu inkluziju

Abstract (english)

When dealing with early childhood inclusion, emphasis is placed on community, values and actions as well as practices supporting the right of a child and their family to inclusion and participation, regardles of the child’s abilities. In the process of inclusion, it is important to ensure conditions that are appropriate for the child's growth and development of their abilities as well as to meet their needs and interests as much as possible. The idea is to change the attitudes, approach and way of working with children with developmental disabilities. Institutions for early and preschool education play an important role in the inclusion of children with disabilities. Educators are the first ones to work wth children with disabilities in the beginning of their education, which is why they play a crucial role in the inclusion system. They need to help these children master basic skills and overcome certain difficulties they face on a daily basis. Just like all other children, children with disabilities should be included in standard preschool programs.
The aim of this research was to review the attitudes of students pursuing a degree in Early Childhood and Preschool Education and qualified educators towards the inclusion of children with special needs in early childhood and preschool education programs/institutions. Several assumptions were made in line with the goal of the research, as follows: respondents believe that they did not acquire in their university courses the knowledge necessary to work with children with
disabilities; they consider that all children should be included in early and preschool education regardless of their disabilities; they think that the inclusion of children with disabilities in standard early childhood programs and preschool education negatively affects other children of typical development within the group in question; they believe the educators need to apply themselves especially and make an extra effort to work with a child with disabilities; respondents think it is
necessary to have professional associates who care for the welfare of children with disabilities. The research has led to useful results that can have a significant impact on improving awareness about inclusion, and, by extension, on inclusion itself.

• Keywords: inkluzija; djeca s teškoćama u razvoju; redovni programi/ustanove ranog i predškolskog odgoja i obrazovanja; mišljenje studenata i odgojitelja
• Keywords (english): children with developmental disabilities; inclusion; standard programs and institutions for early childhood and preschool education; students’ and educators’ attitudes
• Language: croatian
• URN:NBN: urn:nbn:hr:147:141318
• 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 predškolske dobi (sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/ baccalaurea) odgojitelj/odgojiteljica djece rane i predškolske dobi)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2023-04-12 08:28:33