Functional Assessment, goal and developmental tasks definition for a Child with Severe Developmental Disabilities

Implementacijom inkluzivnog pristupa u sustave odgoja i obrazovanja sve veći broj djece s teškoćama uključen je u redovne programe odgoja i obrazovanja. Jedna od skupina koje se sve više uključuju u ove sustave jesu i djeca s većim teškoćama predškolske dobi. Ipak, na njih se i dalje gleda kao na „tešku“ skupinu i izistira se na razvoju vještina koje bi omogućile ujednačavanje s vršnjacima tipičnog razvoja. Takvim pristupom i nerealno postavljenim ciljevima dobiva se dojam da napretka kod ove djece nema. Ovaj rad za cilj je imao oblikovanje prikladnih ciljeva i razvojnih zadaća za dijete s većim teškoćama predškolske dobi, na temelju sveobuhvatne kurikularne i funkcionalne procjene uz AEPS® sustav procjene. Subjekt istraživanja bio je 7-godišnji dječak s Down sindromom, a istraživanje se provodilo kroz period od četiri mjeseca. U svrhu sveobuhvatne procjene korišteno je narativno opisivanje; AEPS® sustav za procjenu, razvoj i oblikovanje ciljeva za dojenčad i djecu; FAST; lista komunikacijskih sredstava i funkcija i intervju s majkom. Funkcionalni ciljevi i zadaće koji su izvedeni na temelju procjene očitovali su se pomakom u finalnoj procjeni na svim područjima AEPS® sustava, kao i pozitivnim kvalitativnim promjenama u značajkama djetetovog svakodnevnog funkcioniranja.By implementing inclusive approach in education system we are witnessing a growing number of children with developmental disabilities enroled in regular classrooms and preschool programs. One of the groups that is more frequently enroled in regular education system these days is a group of children with severe developmental disabilities. Still, they are often seen as a „difficult“ group and it is insisted that they develop skills similar to those of their tipical peers. This approach and unrealistically set goals give an impression that there is no progress for this children. The aim of this research was to define appropriate goals and developmental tasks for a preschool child with severe developmental disabilities, based on comprehensive curriculum-based and functional assessment and AEPS® system of assessment. Subject of this research was a 7-year-old boy with Down syndrome, and the research was conducted throughout four months. In purpose of comprehensive assessment narrative description; AEPS®: Assessment, Evaluation, and Programming Sytem for Infants and Children; FAST; list of comunication means and functions and intervju with boys mother were used. Functional goals and developmental tasks that were derived based on assessment manifested as positive progress in final assessment on all areas of AEPS®, as in positive qulitative changes in features of childs everyday functioning