Obravnava otrok z Downovim sindromom v predšolskem obdobju

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Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[B. Varžič]
UDC:	376.1-056.34(043.2)
COBISS:	9556809
Views:	1826
Downloads:	316
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Treatmet of children with Down sindrome in the preschool period
Secondary abstract:	The essence of our study is to determine the importance of preschool - early treatment of children with Down syndrome, from birth until entry into school. We also presented the characteristics of the development of children with Down syndrome and the problems that accompany these children and educators working in kindergarten. We were interested primarily in the differential treatment of children with Down syndrome between kindergarten and preschool classes for childen with special needs. In this study were used descriptive and causal research method. There have been two surveys, one in the departments of education, shorter kindergarten and the other in preschool classes for children with special needs. The kindergarten was the sample included 46 respondents. All 46 respondents were female. In preschool classes with special needs was the sample also included 46 respondents, all female. Statistical methods used were: f, % and Chi-square hypothesis of equal probability and chi square independence hypothesis. From the results it is clear that teachers in kindergartens, which were included in the survey consider themselves to even provided additional professional assistance, that children with Down syndrome treated not capable enough to meet their specific needs. These teachers were compared with those of pre-school classes for childen with special needs attending less additional education on the topic of Down syndrome. In their opinion, and the opinion of teachers from pre-school classes with special needs, children with Down syndrome, which is included in the group of children in nursery school, compared to those in pre-school classes for children with special needs, mostly acquired in the area of socialization, while those who included in the group of children in preschool classes for childen with special needs, compared to those in kindergarten gains most in the field of speech. In my research I came to, inter alia, finding that the majority of children with special needs in kindergarten speech and language problems.
Secondary keywords:	Down's syndrome;pre-school child;Downov sindrom;predšolski otrok;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	128 f.
Type (ePrints):	thesis
Title (ePrints):	Treatmet of children with Down sindrome in the preschool period
Keywords (ePrints):	Downov sindrom
Keywords (ePrints, secondary language):	Down syndrome
Abstract (ePrints):	Bistvo naše raziskave je ugotoviti pomen predšolske - zgodnje obravnave otrok z Downovim sindromom, torej vse od rojstva pa do vstopa v šolo. Predstavili smo tudi značilnosti razvoja otrok z Downovim sindromom in probleme, ki spremljajo te otroke in vzgojitelje pri delu v vrtcih. Zanimala nas je predvsem razlika v obravnavi otroka z Downovim sindromom med vrtci in predšolskimi oddelki s prilagojenim programom. V raziskavi sta bili uporabljeni deskriptivna in kavzalna metoda raziskovanja. Izvedeni sta bili dve anketi, ena v oddelkih vzgoje in izobraževanja, krajše vrtcih, druga pa v predšolskih oddelkih s prilagojenim programom. V vrtcih je bilo v vzorec merjencev vključenih 46 anketirank. Vseh 46 anketirank je bilo ženskega spola. V predšolskih oddelkih s prilagojenim programom je bilo v vzorec merjencev vključenih prav tako 46 anketirank, vse ženskega spola. Uporabljene statične metode so bile: f, % ter hi kvadrat hipoteza enake verjetnosti in hi kvadrat hipoteza neodvisnosti. Iz dobljenih rezultatov je razvidno, da vzgojiteljice v vrtcih, ki so bile vključene v raziskavo same menijo, da kljub zagotovljeni dodatni strokovni pomoči, ki so je otroci z Downovim sindromom deležni, ne zmorejo dovolj dobro zadovoljiti njihovih posebnih potreb. Te vzgojiteljice so se v primerjavi s tistimi iz predšolskih oddelkov s prilagojenim programom udeležile manj dodatnih izobraževanj na temo Downovega sindroma. Po njihovem mnenju in mnenju vzgojiteljic iz predšolskih oddelkov s prilagojenim programom, otrok z Downovim sindromom, ki je vključen v skupino otrok v vrtcu, v primerjavi s tistimi v predšolskih oddelkih s prilagojenim programom, največ pridobi na področju socializacije, medtem, ko tisti, ki je vključen v skupino otrok v predšolskih oddelkih s prilagojenim programom, v primerjavi s tistimi v vrtcu največ pridobi na področju govora. V raziskavi sem med drugim prišla do ugotovitev, da ima največ otrok s posebnimi potrebami v vrtcih govorno- jezikovne težave.
Abstract (ePrints, secondary language):	The essence of our study is to determine the importance of preschool - early treatment of children with Down syndrome, from birth until entry into school. We also presented the characteristics of the development of children with Down syndrome and the problems that accompany these children and educators working in kindergarten. We were interested primarily in the differential treatment of children with Down syndrome between kindergarten and preschool classes for childen with special needs. In this study were used descriptive and causal research method. There have been two surveys, one in the departments of education, shorter kindergarten and the other in preschool classes for children with special needs. The kindergarten was the sample included 46 respondents. All 46 respondents were female. In preschool classes with special needs was the sample also included 46 respondents, all female. Statistical methods used were: f, % and Chi-square hypothesis of equal probability and chi square independence hypothesis. From the results it is clear that teachers in kindergartens, which were included in the survey consider themselves to even provided additional professional assistance, that children with Down syndrome treated not capable enough to meet their specific needs. These teachers were compared with those of pre-school classes for childen with special needs attending less additional education on the topic of Down syndrome. In their opinion, and the opinion of teachers from pre-school classes with special needs, children with Down syndrome, which is included in the group of children in nursery school, compared to those in pre-school classes for children with special needs, mostly acquired in the area of socialization, while those who included in the group of children in preschool classes for childen with special needs, compared to those in kindergarten gains most in the field of speech. In my research I came to, inter alia, finding that the majority of children with special needs in kindergarten speech and language problems.
Keywords (ePrints, secondary language):	Down syndrome
ID:	8311206