| Abstract | Socijalna uključenost i inkluzija, kao dinamičan društveni proces, počiva na uvažavanju različitosti, vrijednosti, zajedništva, postupanja i započinje učenjem tolerancije i kooperativnih osobina od ranog djetinjstva. Isto tako velik naglasak stavlja se i na samu praksu kojom se želi postići da se bez obzira na sposobnosti uvijek podržava pravo na participaciju i uključenost svakog djeteta, ali i cijele njegove obitelji. Od velike je važnosti da budu osigurani uvjeti koji su u potpunosti prikladni za djetetov razvoj sposobnosti i cjelovit rast. Isto tako važno je omogućiti da se sve potrebe djeteta i svi njegovi interesi zadovolje najviše što mogu. Veliku ulogu u odgojnoobrazovnoj i društvenoj inkluziji djece s oštećenjima sluha imaju razni na ini, stavovi i pristupi samom radu koji se koriste u ustanovama za rani i predškolski odgoj i obrazovanje. Odgojitelji su ključan aspekt za promicanje raznih inkluzivnih vrijednosti, za pružanje profesionalnih potpora i u kreiranju kulture kako bi se ostvarila i postigla kvalitetna inkluzija djece s oštećenjima sluha u odgoju i obrazovanju.
Cilj ovog istraživanja bio je ispitati iskustva, mišljenja i situacije s kojima su se susretali roditelji, odgojiteljica i učiteljica djece s oštećenjima sluha prilikom uključivanja u programe ranog i predškolskog odgoja i obrazovanja i tranzicije u školu. Obzirom na kompleksnost koju čine pojedina ne osobine u interakciji s fizičkom i socijalnom okolinom, u ovom je radu pažnja namjerno usmjerena na iskustva roditelja i pedagoških radnika u odnosu na uključivanje djece s oštećenjima sluha u redovite odgojno-obrazovne programe, u odnosu na način komunikacije s djetetom, postupke individualizacije i prilagodbe odgojitelja i učitelja, vršnjačku potporu i suradnju djece s oštećenjima sluha s ostalom djecom u skupini/razredu, važnost profesionalne podrške komunikacijskih posrednika i stru ne službe u radu s djecom s oštećenjima sluha, suradnju odgojitelja i učitelja s roditeljima djece s oštećenjima sluha. Za prikupljanje potrebnih podataka proveden je polustrukturirani intervju, a koji nam otkriva da neposredna praksa iziskuje poboljšanja u mnogim aspektima odgojno-obrazovne inkluzije, uključuju i one koje se odnose na komunikaciju i suradnju s roditeljima te procjenu profesionalne uloge i odgovornosti za kreiranje okoline pogodne za učenje i socijalne interakcije sve djece. |
| Abstract (english) | Social involvement and inclusion, as a dynamic social process, rest on respecting diversity, values, community, and treatment, and it begins with learning tolerance and cooperative traits from early childhood. Similarly, there is a strong emphasis on practices aimed at ensuring that, regardless of abilities, the right to participation and inclusion of every child, as well as their entire family, is always supported. It is of great importance that conditions fully suitable for the child's development and comprehensive growth are ensured. It is also essential to meet all of the child's needs and interests to the highest possible extent. Various methods, attitudes, and approaches used in early and preschool education institutions play a significant role in the educational and social inclusion of children with hearing impairments. Educators are a key aspect of promoting various inclusive values, providing professional support, and creating a culture to achieve and ensure quality inclusion of children with hearing impairments in upbringing and education.
The aim of this research was to examine the experiences, opinions, and situations encountered by parents, preschool teachers and school teachers of children with hearing impairments during their inclusion in early and preschool upbringing and education programs and their transition to school. Given the complexity created by individual characteristics in interaction with the physical and social environment, this study deliberately focuses on the experiences of parents and educational workers regarding the inclusion of children with hearing impairments in regular educational programs, the methods of communication with the child, the individualization and adaptation practices of preschool and school teachers, peer support and cooperation of children with hearing impairments with other children in the group/class, the importance of professional support from communication intermediaries and expert services in working with children with hearing impairments, and the cooperation between educators and parents of children with hearing impairments. To gather the necessary data, a semi-structured interview was conducted, revealing that immediate practice requires improvements in many aspects of educational inclusion, including those related to communication and cooperation with parents, as well as the assessment of the professional role and responsibility in creating an environment conducive to learning and social interactions for all children. |
