Odgojitelj u inkluzivnom okruženju i radu s djecom predškolske dobi

Pojam inkluzija se sve više koristi u današnjem obrazovanju i svijetu. Ona uključuje individualne potrebe odgojno-obrazovne svakog djeteta te prihvaćanje od strane njegove okoline. Preduvjet ili posljedica inkluzije je mijenjanje osobnih stavova. Prihvaćanje djece kakvi oni jesu i odgajanje djece bez predrasuda i u normalnom okruženju. Djeca s teškoćama u razvoju su djeca koja imaju lakši ili teži oblik pojedine poteškoće. Tijekom godina mijenjala se treminologija za označavanje djece s teškoćama u razvoju. U školama ili vrtićima koristi se termin djeca ili učenici s posebnim odgojno-obrazovnim potrebama. Danas, možemo primjetiti da sve više ima djece koja imaju pojedini oblik teškoće. Prema tome je vrlo važno da im omogućimo njihova prava bili mi roditelji ili odgojitelji. Svaki odgojitelj mora poznavati inkulziju i simptome pojedinih teškoća. Svaki odgojitelj djecu procjenjuje na temelju njihovih sposobnosti i interesa, a ne prema njihovoj teškoći. U pomoći kod odgajanja djece s teškoćama u razvoju najvažnija je suradnja roditelja i odgojitelja, ali i svih stručnih suradnika. Obostran odnos i partnerstvo između svakog sudionika olakšava odgoj i daljnje obrazovanje djece, ali ponajprije njihov razvoj. Svaki odgojitelj mora se školovati i završiti obrazovanje te steći specifične kompetencije. Tijekom školovanja svaki odgojitelj stječe kompetencije ali je važno i poslije, tijekom svog rada u predškolskim ustanovama. Prilikom studiranja kolegij Inkluzivna pedagogija uvodi nas u poznavanje i učenje pojedinih teškoća. Za daljnje obrazovanje odgojitelji pohađaju razne kreativne radionice ili edukacije u području inkluzije. Isto tako upoznajemo način sastavljanja i pisanja individualnog programa za pojedino dijete ili skrećenica IOOP. Odgojitelji u suradnji sa stručnim timom pišu i sastavljaju individualizirani program za dijete s teškoćom. U njemu se bilježi trenutno stanje djeteta, napredak ali i procjena učinkovitosti programa. Prema trenutnom stanju djeteta se oblikuju potrebni ciljevi i zadaci kako bi se pospješio daljnji razvoj.The concept of inclusion is increasingly used in today's education and the world. It includes the individual needs of each child and the acceptance of his environment. The prerequisite or consequence of inclusion is changing personal attitudes. Accepting children what they are and raising children without prejudice and in a normal environment. Children with disabilities are children who have a lightweight or heavier form of individual difficulty. Over the years, treminology has been changed to label children with developing disabilities. In schools or kindergartens uses the term children or pupils with special needs. Today, we can notice that there are more and more children with some form of difficulty. Therefore, it is very important to provide them with their rights, wheater are we parents or educators. Every educator must know the term of inclusion and the symptoms of particular difficulty. Each child educator estimates the child based on their abilities and interests, not their difficulties. The most important co-operation between parents and educators, as well as all professional associates, is in assisting in the development of children with disabilities. The mutual relationship and partnership between each participant facilitates the upbringing and further education of children, but primarily their development. Every educator must be trained and complete education for him. During the education each educator acquires competence but also later during their work in the institutions. During the study course inclusive pedagogy introduces us to the knowledge and learning of particular difficulty. For further education teachers attending various creative workshops or training in the field of inclusion. Also get to know the manner of preparing and writing an individual program for each child or an abbreviation IEP. Educators in cooperation with the expert team write and draw up an individualized program for the child with difficulty. It captures the current state of the child, but progress and evaluation of the effectiveness of the program. According to the current state of the child to form the required goals and objectives in order to facilitate further development