Title Inkluzija djece s teškoćama u razvoju u vrtićkim ustanovama Title (english) Inclusion of children with disabilities in kindergarten Author Ingrid Ćuk Mentor Dijana Drandić (mentor)Committee member Lorena Lazarić (predsjednik povjerenstva)Committee member Dijana Drandić (član povjerenstva)Committee member Đeni Zuliani Blašković (član povjerenstva) Granter University of Pula Defense date and country 2022-07-05, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Djeca s teškoćama u razvoju su djeca koja imaju posebne potrebe i zahtijevaju specifičan tretman i angažman sa strane roditelja, obitelji, odgojno-obrazovnih ustanova i kompletne društvene zajednice. To su djeca koja prema Pravilniku o osnovnoškolskom i srednjoškolskom odgoju i obrazovanju (2015), imaju tjelesna, mentalna, intelektualna, osjetilna oštećenja i poremećaja funkcija te kombinacija više vrsta gore navedena oštećenja i poremećaja među kojima nabrajamo: oštećenja vida, oštećenja sluha, poremećaje glasovno-govorne komunikacije, poremećaje ličnosti uvjetovane organskim čimbenicima ili psihozom, poremećaje u ponašanju, motorička oštećenja i smanjene intelektualne sposobnosti. Iz povijesnog pregleda odgoja i obrazovanja djece s teškoćama u razvoju, uočava se činjenica da su djeca često bila neprihvaćena, izolirana od svojih obitelji, zajednice ali i društva u cjelini. Razvojem društva, odnos prema djeci s teškoćama u razvoju usmjeren je prema inkluziji koja naglašava pravo sve djece na prihvaćanje i pripadanje zajednici, na povezivanje s vršnjacima i na prilagođavanje metoda i sadržaja njihovim mogućnostima i sposobnostima, bez obzira na teškoću koju imaju. Odgojitelji imaju veliku ulogu u poticanju djece s teškoćama na sudjelovanje u aktivnostima u dječjem vrtiću, na socijalizaciju s vrtićkom skupinom, ali i biti spremni na suradnju sa svim sudionicima u inkluzivnom procesu, kao i na dodatnu edukaciju i prilagodbu, kako bi uspješno osigurali poticajno okruženje i inkluziju djece s teškoćama u redovne dječje vrtiće.
Abstract (english) Children with disabilities have special needs and require special treatment and care of their parents and families, educational institutions and the entire community. According to the Ordinance on Elementary and Secondary Education (2015), children with disabilities have physical, mental, intellectual and sensory damage and dysfunction, or a combination of such damage or dysfunction, among which visual impairment, hearing impairment, voice and speech disorders, personality disorders caused by organic factors or psychosis, behavioural disorders, motor impairment and reduced intellectual abilities. A historical review of education of children with disabilities reveals the fact that these children were often avoided, isolated from their families, the community and the society as a whole. As the society develops, the attitude towards children with disabilities is directed towards inclusion, which emphasises the right of all children to be accepted and to belong to the community, to connect with their peers and adapting methods and content to their capabilities and abilities, regardless of their disability. Educators play a major role in encouraging children with disabilities to participate in kindergarten activities, socialize with their kindergarten group, and be ready to collaborate with all the participants in the inclusion process, and ready for additionally education and adjustment in order to successfully provide a stimulating environment and inclusion of children with disabilities in regular kindergartens.
Keywords
djeca s teškoćama u razvoju
inkluzija
odgojitelj u inkluziji
Keywords (english)
children with disabilities
inclusion
educator in inclusion
Language croatian URN:NBN urn:nbn:hr:137:312288 Study programme Title: Early and preschool education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-07-08 11:35:05
