Inclusion of Children for Autism Spectrum Disorder in Kindergarten

Djeca s poremećajem iz spektra autizma sve se više uključuju u redovne odgojne skupine u vrtiću. U suvremenom svijetu teži se ostvarivanju inkluzije, odnosno da se djeca s posebnim potrebama, uključujući i djecu s poremećajem iz spektra autizma, uključe u sve aspekte života u društvu. Za uspješnost inkluzije u vrtiću najvećim dijelom odgovoran je odgojitelj čija je primarna zadaća socijalizacija djeteta. Usklađenim djelovanjem odgojitelja sa stručnom službom i roditeljima autističnog djeteta nastoji se osigurati primjerena i pravodoba podrška njegovom razvoju, ovisno o djetetovim specifičnim interesima i potrebama te razini njegovih sposobnosti. Osim potrebnih kompetencija i senzibiliziranosti odgojitelja, za ostvarenje inkluzije potrebni su i pozitivni stavovi odgojitelja. U istraživačkom dijelu rada su ispitani stavovi odgojitelja o inkluziji djece s poremećajem iz spektra autizma, obzirom na godine radnog staža odgojitelja (mlađi i stariji odgojitelji). Rezultati pokazuju kako su gotovo sve odgojiteljice upoznate s poremećajem iz spektra autizma, ali ih se većina ne smatra kompetentnima za rad s autističnom djecom. Odgojiteljice su svjesne važnosti inkluzije za razvoj djeteta s poremećajem iz spktra autizma. Unatoč tome što se teži inkluzivom pristupu u odgoju i obrazovanju, rezulati nam pokazuju kako većina odgojiteljica i dalje smatra da bi autistična djeca trebala biti uključena dijelom u redovne, a dijelom u posebne odgojne skupine. Odgojiteljice nemaju negativne stavove prema djeci s poremećajem iz spektra autizma, no prema rezultatima istraživanja problem je više u vanjskim faktorima kao što su nedostatak stručnjaka, veće radne obveze odgojitelja, nedostatak potrebnih uvjeta i sl. S obzirom na dobivene rezultate, potrebna je dodatna edukacija odgojitelja, a većina njih se slaže s tim i spremni su na cjeloživotno obrazovanje u ovom području. Početna hipoteza je potvrđena: ne postoji statistički značajna razlika između stavova odgojitelja prema inkluziji djece s poremećajem iz spektra autizma, s obzirom na godine radnog staža.Children with autism spectrum disorders are increasingly involved in regular kindergarten. In contemporary world, we strive for realization of inclusion, or in other words that children with special needs, including children with autism spectrum disorders, are included in all aspects of life in a society. An educator is responsible for the success of the inclusion in the kindergarten, whose primary aim is the socialization of the child. By coordinated activities of educators with expert service, as well as with autistic children’s parents, they strive to ensure an adequate support to their development, depending on the child's specific interests and needs, as well as the level of their abilities. Beside necessary competences and sensibilities of the educators, their positive attitudes are needed to achieve inclusion. In the research part of this work educators were examined about their attitudes towards inclusion of the children with autism spectrum disorder, depending on the length of their service (young and old educators). The results of this study show that almost all educators are familiar with the autism spectrum disorder, but most of them do not consider themselves competent enough to work with autistic children. Educators are conscious of the importance of inclusion which aim is the development of a child with autism spectrum disorder. Despite the fact that we strive for the inclusive approach in upbringing and education, results show that most of the educators still consider that children with autism spectrum disorders should be included partly in regular and partly in special upbringing groups. Educators do not have negative attitudes towards autism spectrum disorder children, but according to research results the real problem is in the external factors such as lack of experts, higher obligations of the educator, lack of necessary conditions etc. Considering the final results of the research, additional education of the educators is needed, since most of them agree with it and are ready for a long-life education in this particular area. The initial hypothesis has been confirmed: there is no statistically significant difference regarding the length of service between educators' attitudes towards inclusion of autism spectrum disorder children