STUDENTSKA SAMOPROCJENA KOMPETENCIJA ZA RAD S DJECOM S TEŠKOĆAMA U RAZVOJU

U današnjem društvu pojam inkluzivne prakse sve je više zastupljen u domaćoj i stranoj literaturi. Sve se više potiče integracija i inkluzija djece s teškoćama u razvoju u društvene redove, a time i uključivanje u ustanove ranog i predškolskog odgoja i obrazovanja. Drugim riječima, djeci s teškoćama u razvoju pružene su jednake mogućnosti socijalizacije i provođenja aktivnosti u redovitim skupinama predškolskih ustanova. No inkluzivno okruženje ne određuju samo djeca s teškoćama u razvoju, odnosno posebnim potrebama, nego i cijelo društvo, a najviše roditelji i odgojitelji s kojima je dijete u izravnom doticaju. Kako bi inkluzivna praksa bila što uspješnija i pogodnija za dijete, potrebno je da odgojitelji posjeduju određene kompetencije, tj. skup vještina, znanja i sposobnosti koje im omogućuju da svoj posao obavljaju vješto. Kompetencije za inkluzivnu praksu studenti mogu stjecati tijekom sveučilišnog obrazovanja, kroz posebno prilagođene kolegije, poput Inkluzivne pedagogije, ili tijekom obavljanja stručne p rakse ako je u nju uključeno dijete s teškoćama u razvoju. Ovaj rad bavio se samoprocjenom kompetencija studenata za rad s djecom s teškoćama u razvoju i stavom o inkluzivnoj praksi. Cilj je bio utvrditi mišljenje studenata o njihovoj spremnosti za rad s djecom s teškoćama u razvoju, procjena znanja i sposobnosti, odnosno kompetencija koje stječu tijekom sveučilišnog obrazovanja, a odnose se na inkluzivnu praksu i utvrditi ulogu koju u tome ima praktična nastava. Provedeno je istraživanje među studentima prve, druge i treće godine studija Ranog i predškolskog odgoja i obrazovanja na Učiteljskom fakultetu u Čakovcu, Sveučilišta u Zagrebu. Istraživanje je uključivalo on-line upitnik, na čijoj su analizi i problematici kasnije temeljeni grupni razgovori sa studentima. Rezultati istraživanja pokazali su svjesnost studenata kako im postojeći obrazovni sustav ne omogućuje u dovoljnoj mjeri stjecanje znanja i komeptencija za navedenu problematiku, što je rezultat sumnje u vlastite kompeten cije, ali bez obzira na to, studenti su voljni uključiti djecu s teškoćama u razvoju u redovite skupine ranog i predškolskog odgoja i obrazovanja.Nowadays, a practice of inclusion is becoming more and more present in Croatian as well as in foreign literature. Integration and inclusion of children with developmental difficulties in society, as well as integrating them in preschool education is widely encouraged. In other words, children with developmental difficulties are given the same possibilities of socialization and joining activities in regular groups of preschool institutions. Nevertheless, inclusive environment is not defined by children with disabilities only, but also by the entire society, mostly by parents and educators who spend the most time with the child. In order for the inclusion to be successful and appropriate for the child, it is necessary for the educators to acquire certain competencies, i.e. a set of skills, knowledge and abillities which enable them to do their job skillfully. Students can acquire competencies for inclusion during their university education through specially adapted courses such as Inclusive pedagogy, or during their practical training if a child with developmental difficulties is attending that group. This thesis dealt with self-evaluation of student's competencies for work with children with developmental difficulties and their attitude towards practice of inclusion. The goal was to find out what their opinions are on their readiness to work with children with developmental difficulties, assessment of their knowledge and skills, i.e. competencies they acquire during university education which are connected to the inclusive practice and find out what is the role of practice training in all of this. A survey has been conducted among the students of first, second and third year of Preschool Education Studies of Faculty of Teacher's Education Čakovec, University of Zagreb. The survey included an online questionnaire whose analysis and issues later served as a base for group conversations with students. The results of the survey showed awareness of the students that their current education system does not ensure acquiring competencies and knowledges which are sufficient for the previously mentioned issue. This is a result of their doubt of their own competencies. Despite this, students are willing to include children with developmental difficulties in regular groups of preschool education