Competences of preschool teachers in working with children with special needs

Inkluzija djece s posebnim potrebama u redovite ustanove ranog i predškolskog odgoja zahtijeva podršku odgojitelja, roditelja i stručnog tima. Odgojitelji su ključne osobe koje su svakodnevno u interakciji s djecom s posebnim potrebama, stoga se kvaliteta podrške temelji na suradničkim odnosima odgojitelja i stručnog tima u ustanovi te odgojitelja i roditelja djece s posebnim potrebama. Cilj ovog diplomskog rada je samoprocjena kompetencija odgojitelja za rad s djecom s posebnim potrebama te procjena suradničkih odnosa odgojitelja, stručnog tima i roditelja djece. Rezultati dobiveni anketnim upitnikom su pokazatelj odgojiteljevih stavova prema kvaliteti inluzije u suvremenim ustanovama ranog i predškolskog odgoja i obrazovanja. Rezultati su pokazali koji uvjeti i koje kompetencije nedostaju za kvalitetu inkluzije djece s posebnim potrebama.Inclusion of children with special needs in regular early school and preschool education requires support from the preschool teacher, parents and professional team. The preschool teachers are key persons who interact daily with children with special needs, therefore the quality of support is based on the collaborative relationships between the preschool teachers and professional team in institution. The goal of thisdiploma thesis is self-assessment of the competences of the preschool teachers for working with children with special needs and the evaluation of the cooperative relations between the preschool teachers, the professional team and the parents of the children. The results of the survey questionnaire are indicators of preschool teachers attitudes toward quality of inclusion in contemporaryinstitutions of early school and preschool education. The results of the survery showed which conditions and competencies are missing for the quality of inclusion of children with special needs