magistrsko delo
Petra Pezdirc (Avtor), Špela Razpotnik (Mentor)

Povzetek

Kroflič (2002) navaja, da v vrtec vstopajo posamezniki z različnimi zmožnostmi in institucija jim mora zagotoviti takšne prilagoditve kurikuluma, ki vsem zagotavljajo enake možnosti optimalnega napredovanja v razvoju ob upoštevanju ideje inkluzije. Pomemben pa je tudi cilj vrtca, da še posebej otrokom s posebnimi in dodatnimi potrebami omogoči kakovostno življenje, jim krepi občutek lastne vrednosti in jih usposablja ter jim zagotavlja soudeležbo pri sprejemanju pomembnih družbenih odločitev (prav tam). V magistrski nalogi sem želela preveriti prav to, kako slovenski vrtci in strokovni delavci v njih poznajo in upoštevajo koncept inkluzije, kako jo ureja zakonodaja, ali so strokovni delavci dovolj strokovno usposobljeni in kje se pri udejanjanju inkluzije pojavljajo največje težave. V teoretičnem delu magistrskega dela se opiram na teoretična izhodišča slovenskih in tujih avtorjev ter zakonodajnih aktov s področja predšolske vzgoje, ki so relevantni tudi z vidika empiričnega dela. Empirični del je razdeljen na dva dela. Prvi predstavlja študijo primera, ki sem jo naredila na primeru vrtčevske prakse v enem izmed slovenskih vrtcev. Študija primera predstavlja vključitev otroka s posebnimi potrebami v redni oddelek vrtca in pogled različnih profilov na to vključitev. Skozi konkreten primer predstavim zakonske omejitve oziroma segregacijo in prizadevanje staršev ter strokovnih delavcev vrtca za sprejem otroka s posebnimi potrebami, s težko motnjo, v redni oddelek vrtca. S študijo primera želim prikazati, na kakšen način je mogoče omogočiti otrokom z različnimi potrebami integracijo in inkluzijo v redni oddelek vrtca, če za to obstaja želja, strokovna utemeljenost, strokovna pripravljenost zaposlenih v vrtcu in podpora lokalne skupnosti. S pomočjo intervjujev z delavci iz različnih strok in starši skušam prikazati pomanjkljivosti pri sodelovanju in inkluzivnem vključevanju v vrtec. Ugotoviti želim, katere so največje in najpogostejše prepreke za izvajanje inkluzije v vrtcih, saj, kot poudarja Oliver (Peček in Lesar, 2006), se morajo spremembe zgoditi na vseh ravneh družbe, če želimo doseči inkluzivnost vrtca. Drugi del empiričnega dela magistrskega dela pa predstavlja statistično raziskavo na temo inkluzivne naravnanosti v vrtcu, ki je bila izvedena med strokovnimi delavci v slovenskih vrtcih. Zanimalo me je, kako strokovni delavci v vrtcu poznajo koncepta integracije in inkluzije ter kako so s tem poznavanjem povezane naslednje spremenljivke: delovna doba, delovno mesto, stopnja izobrazbe, naziv in okolje, v katerem se nahaja vrtec. Na koncu so izpostavljene sklepne ugotovitve magistrskega dela, ki so sinteza študija literature, zakonodaje in rezultatov raziskav. Ena od ključnih ugotovitev naloge je, da je inkluzija med strokovnimi delavci vrtca slabo poznana. Izpostavljenih je nekaj rešitev in sprememb, ki bi lahko izboljšale kakovost dela v predšolski stroki.

Ključne besede

inkluzija;integracija;otroci s posebnimi potrebami;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [P. Pezdirc Stopar]
UDK: 373.22:376(043.2)
COBISS: 11359561 Povezava se bo odprla v novem oknu
Št. ogledov: 1017
Št. prenosov: 109
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Kindergarten as an inclusive community
Sekundarni povzetek: According to Kroflič (2002), there are individuals with different abilities entering kindergarten. The institution has to ensure them such curriculum adjustments which guarantee everybody the same possibility of optimal progress in development, taking into consideration the idea of inclusion. An important part is also the kindergarten's goal to enable a quality life, especially for children with special and additional needs, to strengthen their feeling of self-worth, to prepare them and to ensure their participation in making important social decisions (right there). The goal of my thesis is to check this. I wanted to see how Slovene kindergartens and their professional workers know and follow the concept of inclusion, how inclusion is covered by the legislation, whether professional workers are qualified enough and where the biggest problems with realising the inclusion are. The theoretical part of my thesis is based on theories of Slovene and foreign authors, and legislative acts from the field of preschool education, which are also relevant from the point of the empirical part. The empirical part is divided into two parts. The first part is a case study that I did on an example of a kindergarten practice in one of the Slovene kindergartens. The case study presents an integration of a child with special needs into a regular class and a view from different perspectives on this integration. Legal limitations, segregation and the parents' and professional workers’ effort to accept the child with special needs, with a severe disability, into the regular kindergarten class, are presented on a concrete example. With the case study I would like to show how it is possible to provide children with various disabilities integration and inclusion into the regular kindergarten class, if there is a wish, professional foundation, professional readiness of the kindergarten employees and the support of the local community. With the help of the interviews with parents and workers from different professions, I will try to show the imperfections of collaboration and inclusive integration into kindergarten. I would like to determine the largest and most common obstacles for carrying out inclusion in kindergartens, because, as Oliver (Peček in Lesar, 2006) emphasizes, changes have to occur on all levels of society if we want to achieve the inclusion of kindergarten. The second part of the empirical part of my thesis represents a statistical research of inclusive disposition, which was carried out among professional workers in Slovene kindergartens. I was interested in how they are familiar with the concepts of integration and inclusion and how the following variables are connected to their knowledge: years of experience, working position, level of education, title, and the environment in which the kindergarten in situated. In the end the concluding findings of my thesis are emphasized. These are a synthesis of literature study, legislation and research results. One of the key findings of my thesis is that the inclusion is poorly known among professional kindergarten workers. A few solutions and changes that could improve the quality of work in the preschool profession are also emphasized.
Sekundarne ključne besede: nursery school;community;vrtec;skupnost;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 185 str.
ID: 9232545