| Abstract | Inkluzija u odgojno-obrazovnom sustavu podrazumijeva obrazovanje za sve i fokusira se na uključenost svakog učenika u nastojanju da nitko nije izostavljen. Kao što je promoviranje integracije važno za učenike, tako i odgojno-obrazovni djelatnici zahtijevaju stalno usavršavanje i obrazovanje za primjenu inkluzivnosti u svom radu. U Hrvatskoj problem predstavljaju nedostatna sredstva i neorganiziranost zbog koje se nastavnici osjećaju bespomoćno u sustavu u kojem ne mogu usavršavati svoj rad, primjenjivati teoriju u praksi, promovirati nove ideje i uključiti širu zajednicu kako bi olakšali svojim učenicima. Nedostatak primjene inkluzije u školstvu najviše osjećaju učenici kojima je to najpotrebnije, među njima i oni s ADHD-om. U prosjeku, svaka učionica će imati barem jednog učenika s ADHD-om s obzirom da je to jedan od najučestalijih poremećaja zabilježen u školskoj dobi. Glavni simptomi su hiperaktivnost, impulzivnost i nepažnja s naglaskom na mogućnost prevladavanja određenog tipa ili kombinacije više njih. Dječaci su češće dijagnosticirani, s obzirom da su inače hiperaktivni što se lakše uočava u odnosu na djevojčice koje su uglavnom nepažljive. ADHD se očituje već u vrtićkoj dobi, a najizraženiji je u osnovnoj školi. Kada se simptomi otkriju, liječenje se provodi razgovorom sa stručnjakom uz mogućnost korištenja stimulansa. Ako se simptomi ignoriraju, učenik je u riziku da svoje poteškoće osjeća i u odrasloj dobi. Nerijetko se dijete koje je neshvaćeno zbog svojeg ponašanja pretvori u devijantnog adolescenta i odraslog čovjeka koji se neuspješno integrirao u društvo.
Kada je riječ o podršci učeniku s posebnim potrebama, nije dovoljna angažiranost unutar škole već i izvan nje. Roditelji nerijetko prebacuju svu odgovornost na odgojitelja, ali i oni moraju pružiti podršku i informirati se o djetetovoj poteškoći kako bi mu olakšali svakodnevicu i snalaženje među vršnjacima. Društvo treba otvoreno pristupiti djetetu i sa strpljenjem shvatiti njegove potrebe i nastojati da se uključi u zajednici. Svakom čovjeku je važno da osjeća pripadnost, stoga učenik kojem odnosi predstavljaju izazov zaslužuje dodatnu podršku i razumijevanje od okoline. |
| Abstract (english) | Inclusion in the educational system refers to the education for all and focuses on the inclusion of every student in an effort that nobody is left out. Promoting integration is just as important for students as it is for educational workers, who require constant training and education to apply inclusiveness in their work. In Croatia, problems are insufficient resources and disorganization, which makes teachers feel helpless in a system where they cannot improve their work, apply theory in practice, promote new ideas and involve the whole community in order to facilitate their students. The lack of application of inclusion in education is felt most by students who need it the most, among them being students with ADHD. On average, every classroom will have at least one student with ADHD, considering that it is one of the most common disorders recorded at school age. The main symptoms are hyperactivity, impulsivity and inattention, with an emphasis on the possibility of having one or more types combined. Boys are more often diagnosed, given that they are usually hyperactive, which is easier to identify than girls, who are mostly inattentive. ADHD is manifested already at kindergarten and is pronounced the most in elementary school. When symptoms are detected, treatment is carried out by talking to a professional with the possibility of using stimulants. If the symptoms are ignored, the student is at risk of dealing with his difficulties in adulthood. It is not uncommon for a child who is misunderstood for his behaviour to turn into a deviant adolescent and an adult who has failed to integrate into society.
When it comes to supporting a student with special needs, the school and community outside of it are expected to be engaged. Parents often put all the responsibility on the educator, but they are as important to provide support and be informed about the child's background in order to make everyday life easier for him and to adapt into his environment. Society should approach the child with open arms and be patient with understanding his needs and try to include him in the community. It is important for every person to feel a sense of belonging, therefore a student whose relationships are a challenge deserves additional support and understanding from the environment. |
