Title Model odgojno-obrazovne inkluzije učenika s teškoćama iz autističnog spektra Author Mia Javor Mentor Dejana Bouillet (mentor)Committee member Dejana Bouillet (predsjednik povjerenstva)Committee member Nevenka Maras (član povjerenstva)Committee member Vesna-Vesela Bilić (član povjerenstva)Granter University of Zagreb Defense date and country 2017-09-26, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract U ovom radu pobliže je objašnjen pojam teškoće iz autističnoga spektra, kao utjecajne karakteristike na proces obrazovanja učenika koji imaju tu teškoću u razvoju. Prvo poglavlje ovog rada odnosi se na odgojno-obrazovnu inkluziju koja karakterizira sve kvalitetne odgojno-obrazovne procese jer na temelju nje svi učenici, pa tako i učenici s teškoćama imaju jednake odgojno-obrazovne mogućnosti. Navode se subjektivne, objektivne i organizacijske pretpostavke koje su nužne na putu k ostvarenju odgojno-obrazovne inkluzije. Drugo poglavlje posvećeno je učenicima s teškoćama u razvoju s posebnim osvrtom na njihova prava koja im garantira međunarodno i hrvatsko zakonodavstvo. Posljednja dva poglavlja teorijskog dijela rada posvećena su učenicima s teškoćama iz autističnog spektra. Opisan je pojam autizma, povijest otkrivanja i razumijevanja te teškoće, podjela teškoća iz autističnog spektra, specifičnosti teškoće i pretpostavke uspješne inkluzije učenika s teškoćama iz autističnog spektra. Svaki učenik s teškoćama iz autističnog spektra je drugačiji te je potrebno kombinirati različite metode rada i pristupe u praksi za svakog individualno. Osim toga, jako je bitna međusobna suradnja roditelja, učitelja te stručnog tima za inkluziju učenika s teškoćama iz autističnog spektra. U svrhu ovog rada provedeno je istraživanje metodom analize slučaja kojemu je cilj prikaz modela odgojno-obrazovne inkluzije učenika s teškoćama iz autističnog spektra u redovnoj školi. Procjena se temelji na metodi promatranja učenika s teškoćama iz spektra autizma na nastavi, opisu njegovih karakteristike, socijalnih interakcija te obrazovnih postignuća. Istraživanjem su prepoznate pretpostavke uključivanja učenika s teškoćama iz autističnog spektra koji je uz adekvatno pružanje individualizirane podrške uspješno integriran u razredni kolektiv i redovni sustav. Metodom sociometrijskog istraživanja određena je prihvaćenost učenika u razredu odnosno mjera popularnosti učenika s obzirom na grupu.
Abstract (english) This paper will explain in detail the concept of Autism Spectrum Disorder as the key influential characteristic on the education process of students with these developmental disabilities. The first part of this paper concerns educational inclusion, which characterizes all quality educational processes, because based on it all students, including students with disabilities, have equal educational opportunities. Cited are the subjective, objective, and organizational prerequisites that are essential for achieving educational inclusion. The second part is dedicated to students with developmental disabilities with special attention given to their rights guaranteed by international and Croatian legislation. The last two sections are theoretical and dedicated to students with disabilities on the autism spectrum. Described are the concept of autism and the history of its discovery and understanding, the classification of disabilities from the spectrum, the specificities of the disorder, and prerequisites for successful inclusion of students with disabilities from the autism spectrum. Every student from the spectrum is different, so it is necessary to combine various methods of work and approaches to practice for everyone individually. Likewise, mutual cooperation between parents, teachers, and a team of professionals is very important for the inclusion of students with disabilities from the autism spectrum. For the purposes of this study, case analysis research was conducted with the goal of illustrating an educational inclusion model for students from the autism spectrum in a typical school. Assessment was based on observation of students with Autism Spectrum Disability in class, a description of their character traits, social interactions, and academic achievements. This research has recognized prerequisites for educational inclusion of students from the autism spectrum, who are then able to, along with the provision of adequate individualized support, successfully integrate into the classroom and school system. The sociometric method was used to measure the acceptance of students with Autism Spectrum Disorder in class, namely the popularity of these students compared to the group.
Keywords
autistični spektar
učenici s teškoćama u razvoju
inkluzija
analiza slučaja
sociometrijsko istraživanje
Keywords (english)
autism spectrum
students with developmental disabilities
inclusion
case study
sociometric research
Language croatian URN:NBN urn:nbn:hr:147:734830 Study programme Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language Type of resource Text File origin Born digital Access conditions Access restricted to students and staff of home institution Terms of use Created on 2019-02-11 13:33:43
