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Odgajateljeva percepcija inkluzije djece s autizmom

Repozitorij Učiteljskog fakulteta Rijeka

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Polje Vrijednost
 
Naslov Odgajateljeva percepcija inkluzije djece s autizmom
Preschool Teacher's Perception of Inclusion of Children with Autism
 
Autor Barać, Petra
 
Tema INTERDISCIPLINARNA PODRUČJA ZNANOSTI. Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline).
INTERDISCIPLINARY AREAS OF KNOWLEDGE. Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines).
odgajatelj
autizam
inkluzija
prepreke inkluzije
facilitatori inkluzije
preschool educator
inclusion
support factors of inclusion
barriers of inclusion
 
Opis Odgajatelji imaju važnu ulogu u provedbi inkluzije, stoga tumačenje procesa inkluzije i njihovo gledište na facilitatore i prepreke tog procesa imaju velikog utjecaja kako na osobni razvoj, tako i na razvoj i napredak djece uključene u redovne, takozvaneinkluzivne skupine.

Cilj istraživanja bio je utvrditi kako odgajatelji percipiraju inkluziju djece s autizmom te utvrditi facilitatore i prepreke u provedbi inkluzije djece s autizmom. Korišten je polustrukturirani intervju o odgajateljevoj percepciji djece s autizmom proveden na uzorku od pet odgajatelja dječjeg vrtića „Maestral“ u Rijeci.

Utvrđeno je da odgajatelji gledaju na inkluziju kao proces uključivanja djece s posebnim potrebama u redovne skupine, a napredak djece smatraju produktom tog uključivanja. Rezultati istraživanja pokazali si da odgajatelji u facilitatore inkluzije izdvajaju osobni stav odgajatelja, suradnju sa roditeljima te pripremom vršnjaka. Unatoč faktorima podrške, u procesu inkluzije odgajatelji nailaze na prepreke; needuciranost odgajatelja, mali broj odgajatelja u skupini te auto/agresija djece s autizmom.
Inclusion of children with autism in regular groups for preschool educators represents challenge itself in their educational work. Preschool educators have important role in a process of inclusion, therefore interpretation of inclusion and their view on support factors and barriers of inclusion have a big impact how on their personal development, also on development and progress of children who are included in regular grops or inclusive groups.
The goal of this research was to define how preschool educators regard on inclusion children with autism and establish support factors and barriers in proces of inclusion children with autism. A Halfstructured interview regarding preschool educators perception of inclusion children with autism has been carried out on a sample of five educators of kindergarten „Maestral“ in Rijeka.
It has been established that preschool educators have view on inclusion as a process of including children with special needs in regular group and a product of that including is cildren s progress. Resaults of research have shown that preschool educators selected support factors of inclusion are personal attitude, colaboration with parents and peers preparation. Despite support factors, prescool educators range on some barriers: noskilled preschool educators, small number of educators and auto/agression of children with autism.
 
Izdavač Sveučilište u Rijeci. Učiteljski fakultet u Rijeci. Katedra za obrazovne znanosti.
University of Rijeka. Faculty of Teacher Education in Rijeka. Section for Educational Sciences.
 
Suradnik Skočić Mihić, Sanja
 
Datum 2016-07-14
 
Vrsta resursa info:eu-repo/semantics/bachelorThesis
text
 
Format (na primjer PDF) application/pdf
 
Identifikator https://repository.ufri.uniri.hr/islandora/object/ufri:4
https://urn.nsk.hr/urn:nbn:hr:189:782698
 
Jezik hrv
 
Prava info:eu-repo/semantics/restrictedAccess
http://rightsstatements.org/vocab/InC/1.0/