Elements of the Institutional Education of Children with Developmental Difficulties

Za provedbu kvalitetnog inkluzivnog odgojno-obrazovnog procesa potrebno je osigurati opće uvjete koji uključuju materijalne resurse, kompetentno osoblje, suradljive roditelje i uključenost osnivača dječjeg vrtića. Unatoč usklađenoj i snažnoj teorijskoj podlozi, rana inkluzija nerijetko se provodi u neprimjerenim uvjetima. To nas navodi na propitivanje načina, metoda i uvjeta rada, a zatim i na promjene i realizaciju odgovarajućih metoda koje je potrebno primjenjivati u inkluzivnom procesu. Istraživački dio rada temelji se na intervjuima provedenim s 15 osobnih pomoćnika djeci s teškoćama u razvoju i 15 matičnih odgajatelja koji u svojim inkluzivnim skupinama imaju uključeno dijete s teškoćama u razvoju. Svrha istraživanja jest utvrditi i analizirati specifičnosti odgoja djece s teškoćama u razvoju u odnosu na tipično razvijenu djecu. Dobiveni rezultati ukazuju na različita stajališta ispitanika, utvrđene su znakovite razlike u stajalištima matičnih odgajatelja i osobnih pomoćnika, u njihovoj motivaciji za poslom koji obavljaju, što se itekako odražava na njihov pristup poslu i na sam rad s djetetom. Obje skupine ispitanika su se većinski složile kako se odgoj djece s teškoćama u razvoju znatno razlikuje od odgoja djece tipičnog razvoja, a samim time i kako su svjesni svojih nedovoljnih kompetencija za odgoj i obrazovanje djece s teškoćama u razvoju.Implementing a quality inclusive educational process requires providing general conditions, which include material resources, competent staff, co-operative parents and commitment by kindergarten founders. Despite the compliant and solid theoretical background, early inclusion is often carried out under unfitting conditions. It causes us to question means, methods and working conditions, as well as the changes and execution of adequate methods required in the inclusive process. The research is based on interviews conducted with fifteen special needs assistant (operating as personal assistant to children with disabilities) and fifteen preschool teachers whose inclusive groups involve a child with disabilities. The purpose of this research is to determine and analyze the specifics of educating children with disabilities, in relation to one of typically developing children. The obtained results point to varying stands between participants of research, significant differences between stands of preschool teachers and special needs assistant have been detected, namely in their professional motivation, which is certainly being reflected in their work approach and approach to children. Both groups of participators have predominately agreed on the significant differences between educating children with disabilities and typically developed children, and consequently state their awareness of own inadequate competencies in educating the children with disabilities