| Abstract | Vid je osjetilo koje igra važnu ulogu u svim sferama života, pa tako i obrazovanju. Oštećenja vida obuhvaćaju niz etioloških čimbenika, stupnjeva oštećenja te razvoj različitih sposobnosti korištenja ostatka vida. Razlikuju se sljepoća i slabovidnost, a specifičnosti svakog oštećenja vida predstavljaju različite izazove za organizacijsku, tehnološku i pedagošku podršku. Zakonski okviri i aktualna istraživanja podržavaju inkluzivni pristup u obrazovanju i mogućnost integracije slijepih i slabovidnih u redovni obrazovni sustav. Ovaj rad istražuje dostupnost obrazovnih materijala, suradnju škola s edukacijsko-rehabilitacijskim stručnjacima i podršku pruženu osoba s oštećenjem vida te analizira područja prakse koja zahtijevaju poboljšanja. Kroz višestruku studiju slučaja pruža se detaljan uvid u sustav podrške za slijepe i slabovidne. Sudionici istraživanja bile su dvije djelatnice Županijske udruge slijepih Split, edukacijska rehabilitatorica iz Odjela integracije COO „Vinko Bek“ u Splitu, srednjoškolski učenik i njegova majka, članica Udruge sa završenim osnovnoškolskim i srednjoškolskim obrazovanjem u Centru za odgoj i obrazovanje „Vinko Bek“ te korisnica programa Psihosocijalne rehabilitacije u Centru u Zagrebu. Provedeni su polustrukturirani intervjui u svrhu prikupljanja podataka, a tematska analiza u svrhu interpretacije rezultata. Rezultati istraživanja pokazali su da osobe s oštećenjem vida imaju sustav psihosocijalne, kognitivne, tehnološke i programske podrške u obrazovanju i svakodnevnom funkcioniranju. Unatoč preprekama s kojima se susreću, značajnu ulogu u obrazovnoj podršci imaju roditelji, nastavnici, edukacijski rehabilitatori, vršnjaci i udruge. Kao krucijalan element kvalitetne podrške istaklo se partnerstvo svih sudionika odgojno-obrazovnog procesa. |
| Abstract (english) | Sight is a sense that plays an important role in all spheres of life, including education. Visual impairments include a number of etiological factors, degrees of damage, and the development of different abilities in the use of the remaining vision. Blindness and low vision are differentiated, and the specifics of each visual impairment present different challenges for organizational, technological and pedagogical support. Legal frameworks and current research support an inclusive approach in education and the possibility of integrating the blind and visually impaired into the regular education system. This paper investigates the availability of educational materials, the cooperation of schools with educational rehabilitators and the support provided to people with visual impairments, and analyzes areas of practice that require improvement. Through a multiple case study, a detailed insight into the support system for the blind and visually impaired is provided. The research participants were two employees of the Association of the Blind in Split, an educational rehabilitator from the Integration Department of COO “Vinko Bek” in Split, a high school student and his mother, a member of the Association with completed elementary and high school education in the “Vinko Bek” Education Center, and a beneficiary of the Psychosocial rehabilitation program in the Centre in Zagreb. Semi-structured interviews were conducted for the purpose of data collection, and thematic analysis was conducted for interpreting the results. The research results showed that visually impaired people have a system of psychosocial, cognitive, technological and program support in education and daily functioning. Despite the obstacles they face, it is evident that parents, teachers, educational rehabilitators, peers and associations play a significant role in educational support. The partnership of all participants in the educational process was highlighted as a crucial element of quality support. |
