The participation of kindergarten teachers in the preparation and implementation of an individualized program for children with special needs

Magistrska naloga Sodelovanje vzgojiteljic pri pripravi in izvajanju individualnega programa otrok s posebnimi potrebami, v teoretičnem delu posega v inkluzivno vzgojo in izobraževanje otrok s posebnimi potrebami, usmerjeno predvsem v vrtce. Pozornost smo posvetili tudi zakonom, ki se dotikajo vzgoje in izobraževanja otrok s posebnimi potrebami v vrtcu. Natančno smo predstavili individualiziran program in njegovo oblikovanje, vsebino in namen. Empirični del magistrske naloge smo vsebinsko opredelili z namenom, raziskovalnimi vprašanji in s hipotezami ter s spremenljivkami. V metodološki opredelitvi smo določili raziskovalne metode, vzorec ter postopke zbiranja in obdelave podatkov, ki smo jih pridobili s pomočjo anonimne ankete med vzgojitelji/cami. Tako smo raziskali stališča vzgojiteljev/ic do vključevanja otrok s posebnimi potrebami v redne oddelke vrtcapripravljenost, vključenost in odgovornost vzgojiteljev/ic za izvajanje individualiziranega programa pri predšolskem otroku s posebnimi potrebami. Opredelili smo težave, s katerimi se srečujejo vzgojitelji/ce pri izvajanju individualiziranega programa pri predšolskem otroku s posebnimi potrebami. Zanimala nas je tudi strokovna usposobljenost vzgojiteljev/ic za delo s predšolskimi otroki s posebnimi potrebami in seveda še temeljno - podpora s strani vrtca in v njem zaposlenega strokovnega osebja vzgojiteljem/icam pri delu s predšolskimi otroki s posebnimi potrebami. V zadnjem delu magistrske naloge smo predstavili naše ugotovitve, do katerih smo prišli s pomočjo anonimnih anket in z interpretacijo rezultatov.The master\u27s thesis "The Participation of Kindergarten Teachers in the Preparation and Implementation of an Individualized Program for Children with Special Needs" in the theoretical part deals with the inclusive education and education of children with special needs, directed primarily at kindergartens. Of course, we paid attention to the laws that touch the education of children with special needs in kindergarten. We have carefully presented the individualized program and its design, content and purpose. The empirical part of the thesis was defined with substance, research questions, hypotheses and variables. In the methodological definition we determined the research methods, the pattern, and the procedures for data collection and processing. which were obtained through an anonymous survey among kindergarten teachers. We have studied, the views of kindergarten teachers about inclusion of children with special needs in the regular preschool sectionsself-preparedness, involvement and responsibility of kindergarten teachers to carry out an individualized program for pre-school children with special needs. We identified the problems that kindergarten teachers face when implementing an individualized program of a pre-school child with special needs. We were interested in the professional qualifications of kindergarten teachers for working with pre-school children with special needs and the foundation – support given by kindergartens and the professional staff employed for working with pre-school children with special needs. In the final part of the thesis, we presented our findings, the conclusions derived through anonymous surveys and the interpretation of the results