Vloga vzgojitelja pri zagotavljanju zgodnje obravnave otrok s posebnimi potrebami

magistrsko delo

Bojana Dajčman (Author), Bojana Globačnik (Mentor)

Abstract

Z Zakonom o celostni zgodnji obravnavi otrok s posebnimi potrebami se otroku in družini nudi multidisciplinarna pomoč, kar pomeni sodelovanje različnih strokovnjakov za zgodnjo intervencijo otroka v predšolskem obdobju. V teoretičnem delu smo se osredotočili na zgodnjo obravnavo, ki temelji na Zakonu o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami (ZOPOPP, UL RS, 41/17) in je v uporabi od 1. 1. 2019, opredelili smo cilje in načela zgodnje obravnave, izvajalce zgodnje obravnave ter vzgojo in izobraževanje otrok s posebnimi potrebami, kjer smo razložili vlogo strokovne skupine vrtca, individualiziran program, dodatno strokovno pomoč in opisali prilagoditve za otroke s posebnimi potrebami v rednih oddelkih vrtca. V empiričnem delu smo prikazali raziskavo, ki smo jo izvedli med 304 strokovnimi delavci, ki so zaposleni v rednih oddelkih vrtcev v Sloveniji. Podatke smo zbirali z anketnimi vprašalniki, ki so bili anonimni, in jih obdelali s programom SPSS. V raziskavi smo ugotovili, da vzgojitelji lastno kompetentnost za delo z otroki s posebnimi potrebami v povprečju ocenjujejo kot dobro, da večina vzgojiteljev prepozna otrokova odstopanja v razvoju, da več kot polovica anketirancev neustrezno ravna v postopkih odkrivanja razvojnih odstopanj, da se vzgojitelji v povprečju počutijo niti usposobljene niti neusposobljene za pripravo individualiziranega programa za otroka s posebnimi potrebami kot tudi za izvajanje prilagoditev za otroka s posebnimi potrebami, za pripravo individualiziranega programa so po samooceni bolj usposobljeni anketiranci z višjo izobrazbo. Svojo usposobljenost za izvajanje prilagoditev ocenjujejo podobno ne glede na število let delovne dobe v vzgoji in izobraževanju. Večina anketirancev pri vsakodnevnem delu upošteva prilagoditve iz individualiziranega programa za otroka s posebnimi potrebami. Največ vzgojiteljev sodeluje z izvajalci dodatne strokovne pomoči in svetovalnimi delavci, prav tako jih največ meni, da s sodelovanjem s svetovalnimi delavci in izvajalci dodatne strokovne pomoči dobijo dovolj informacij za uspešno delo z otrokom s posebnimi potrebami. Strokovni delavci s starši otrok s posebnimi potrebami najpogosteje sodelujejo tako, da si izmenjujejo informacije o otroku, se srečujejo na pogovornih urah, roditeljskih sestankih, delavnicah in timskih sestankih. Večina anketirancev meni, da tekom študija ne dobijo dovolj znanja za delo z otroki s posebnimi potrebami. Svoje kompetence v večji meri nadgrajujejo z izobraževanji, delavnicami, s sodelovanjem s specialnimi pedagogi, v manjši meri navajajo strokovno literaturo in mentorstvo s strani izkušenega vzgojitelja. Delo z otroki s posebnimi potrebami večini anketirancev predstavlja obremenitev.

Keywords

magistrska dela;zgodnja obravnava;otroci s posebnimi potrebami;vzgojitelji;individualiziran program;prilagoditve za otroke s posebnimi potrebami;

Data

Language:	Slovenian
Year of publishing:	2023
Typology:	2.09 - Master's Thesis
Organization:	UM PEF - Faculty of Education
Publisher:	[B. Dajčman]
UDC:	376-053.4(043.2)
COBISS:	169568003
Views:	39
Downloads:	3
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	The role of the preschool teacher in providing early treatment for children with special needs
Secondary abstract:	The Act Regulating the Integrated Early Treatment of Preschool Children with Special Needs assists the child and his family in a multidisciplinary way, including the participation of various experts for early intervention of the child in kindergarten. In the theoretical part, we focused on early treatment based on the Act Regulating the Integrated Early Treatment of Preschool Children with Special Needs (ZOPOPP, UL RS, 41/17), which became operational as of 1 January 2019. We defined the objectives and principles of early treatment, the providers of early treatment, and education of children with special needs, where we explained the role of the expert kindergarten group, the individualised programme, additional professional assistance, and described adaptations for children with special needs in regular kindergarten classes. In the empirical part, we presented a survey which we carried out among 304 professional kindergarten workers in Slovenia who are employed in regular kindergarten classes. Data were collected using survey questionnaires, which were anonymous and processed using an SPSS program. The survey found out that in average preschool teachers assess their own competence for working with children with special needs as good; that most preschool teachers recognize the child's developmental deviations; that more than one half of respondents inadequately acts in procedures od discovering developmental deviations; that preschool teachers in average feel neither qualified or trained to prepare an individualised programme for a child with special needs, as well as to make adaptations for children with special needs; respondents with higher education self-assess that they are more qualified for preparing an individualised programme. They assess their capacity to carry out adaptations in a similar way, regardless the length of service in education. Most respondents, in their everyday work, consider the adaptations made in the individualised programme for the child with special needs. Most of preschool teachers cooperate with the providers of the additional professional assistance and education counsellors, and most of them believe that through such cooperation they obtain enough information to successfully work with a child with special needs. Professional workers most often cooperate with parents of the special needs child by exchanging information about the child, participating in PTA meetings, workshops, and team meetings. Most of the respondents think that during their studies they do not gain enough knowledge to work with children with special needs. To a greater extent, they upgrade their competences through trainings, workshops, cooperation with specialist teachers, while to a lesser extent, they refer to professional literature and supervision by an experienced preschool teacher. For most respondents, working with children with special needs represents a burden.
Secondary keywords:	master theses;early treatment;children with special needs;preschool teachers;individualised programme;adaptations for children with special needs;Vzgoja in izobraževanje oseb s posebnimi potrebami;Predšolska vzgoja;Vzgojitelji predšolskih otrok;Univerzitetna in visokošolska dela;
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za temeljne pedagoške predmete
Pages:	1 spletni vir (1 datoteka PDF (XII, 77 str.))
ID:	19865001