Inclusion of a Child With Communication Disorder Into Regular Preschool Education System

Komunikacijske teškoće dio su teškoća koje zahvaćaju spektar autizma i predstavljaju skupinu poremećaja rane dječje dobi nepoznatnih etiologija koja uključuju genetske, organske i imunološke čimbenike. U radu je stavljen naglasak na Aspergerov poremećaj, jedan od poremećaja iz spektra autizma i na selektivni mutizam koje su u najvećoj mjeri teškoće komunikacijske prirode. Cilj ovog završnog rada je ispitivanje odgojitelja o kompetencijama i stavovima o uključivanju djece s komunikacijskim teškoćama u redoviti sustav predškolskog odgoja i obrazovanja. U svrhu istraživanja proveden je upitnik s odgojiteljima u redovitim predškolskim ustanovama. Važno je uključiti djecu s teškoćama u redovite ustanove kako bi se socijalizirala, kako bi im se individualizirala adekvatna sredstva i pomagala te pružila adekvatna individualizirana podrška u radu.Communication disorders are part of autism spectrum disorder that manifest in early childhood of unknown etiology, which include genetic, organic and immunological factors. In the thesis the emphasis is put on Asperger’s syndrome, which is one of the autism spectrum disorders and on selective mutism, which are mostly classified as communication disorders. The aim of the thesis is to assess the knowledge of educators and their attitudes towards inclusion of children with communication disorder into regular preschool education system. For the purpose of this research asurvey was conducted among educators in regular preschool institutions. It is important to include the children with difficulties into regular institutions so they can socialize and get more individualized adequate resources and provide adequateindividualized support in the work