The sociometric status of preschoolers with disabilities

Sve češća tema suvremene pedagogije jest socijalizacija djece s teškoćama u razvoju. Uključivanje djece s teškoćama u razvoju u redovite odgojno-obrazovne programe je od velike važnosti za napredak djece s teškoćama u razvoju, ali i za napredak cijelog društva. UN je 1989. godine donio Konvenciju o pravima djeteta, a Republika Hrvatska tu konvenciju potpisuje 1991. godine. Prema UN-ovoj Konvenciji o pravima djeteta svako dijete ima pravo na odgoj i obrazovanje, a prema UN-ovoj Konvenciji o pravima osoba s invaliditetom, koju Hrvatska potpisuje 2007. godine, osobe s invaliditetom te osobe s teškoćama u razvoju imaju ravnopravan pristup obrazovanju. Današnji odgojitelji nailaze na niz prepreka i izazova jer se od njih očekuje da odgojno-obrazovne programe prilagode djeci različitih kompetencija, talenata i teškoća u razvoju, a takvi zahtjevi podrazumijevaju i visoko kvalificirane odgojitelje. Jedan od glavnih preduvjeta za uspješno zadovoljavanje potreba sve djece pa tako i djece s teškoćama jest stručno osposobljavanje te dodatno osposobljavanje odgojno-obrazovnih djelatnika. Osim stručnog osposobljavanja djelatnika još jedan preduvjet uspješne inkluzije jest pozitivan stav odgojitelja i ostalih sudionika u procesu odgoja i obrazovanja. Pozitivnim stavom se utječe na samu kvalitetu rada s djecom s teškoćama u razvoju, ali i na njihovu socijalizaciju što je jedan od važnih faktora inkluzije. Kako bi uključivanje djece s teškoćama u razvoju u redovite odgojno-obrazovne programe bilo što uspješnije jedan od glavnih čimbenika jest suradnja s obitelji. Od ključne je važnosti da odgojitelj upozna obitelj te obiteljsku situaciju kako bi znao na koji način pristupiti djetetu. Ukoliko se uspostavi obostrana komunikacija napredak djeteta neće izostati. Iako se proces inkluzije sve više zagovara u odgojno-obrazovnom sustavu, sama inkluzija se ne bi smjela tumačiti kao potpuno ukidanje socijalnih odgojno-obrazovnih ustanova, već kao proces boljeg povezivanja s redovnim odgojno-obrazovnim ustanovama. Ovim istraživanjem smo pokušali ispitati sociometrijski položaj djece s teškoćama u razvoju u redovitim vrtićkim skupinama, ali i sociometrijski položaj djece urednog razvoja u skupini.An increasingly common theme in contemporary pedagogy is the socialization of children with disabilities. The inclusion of children with disabilities in regular educational programs is of great importance for the progress of children with disabilities, but also for the progress of the whole society. The UN adopted the Convention on the Rights of the Child in 1989, and the Republic of Croatia signed it in 1991. According to the UN Convention on the Rights of the Child, every child has the right to education, and under the UN Convention on the Rights of Persons with Disabilities, signed by Croatia in 2007, persons with disabilities and persons with disabilities have equal access to education. Today's educators face a number of obstacles and challenges as they are expected to adapt educational programs to children of different competencies, talents and developmental disabilities, and such requirements include highly qualified educators. One of the main prerequisites for successfully meeting the needs of all children and children with disabilities is vocational training and additional training of educational staff. In addition to professional training of employees, another prerequisite for successful inclusion is the positive attitude of educators and other participants in the education process. The positive attitude influences the quality of work with children with disabilities, but also their socialization, which is one of the important factors of inclusion. In order to make successful inclusion of children with disabilities in regular education programs one of the main factors is cooperation with the family. It is crucial for the educator to get to know the family and the family situation in order to know how to approach the child. If mutual communication is established, the child's progress will not be absent. Although the inclusion process is increasingly advocated in the educational system, inclusion itself should not be construed as a complete abolition of social educational institutions, but rather as a process of better inclusion with mainstream educational institutions. With this research we tried to examine the sociometric position of children with disabilities in regular kindergarten groups, as well as the sociometric position of children of regular development in the group