Inkluzija djece s teškoćama u razvoju u redovite vrtićke programe

Djeca koja imaju teškoća u razvoju ujedno su i djeca s trajnim i doživotnim posebnim potrebama, a najviši stupanj, u pedagoškom smislu, povezivanja djece s teškoćama u razvoju i djece urednog razvoja jest upravo inkluzivno učenje tj. obrazovanje, drugim riječimainkluzija. Livazović, Alispahić i Terović (2015) navode da je potreba za pripadanjem društvu izuzetno izražena kod djece, a njihovom se socijalizacijom nastoji postići inkluzija u predškolske i školske ustanove kako bi na taj način prihvatili i usvojili osnovne socijalne vještine i potakli interakciju s ostalom djecom. Inkluzivni odgoj predstavlja u cijelosti jednak pristup kvalitetnom odgoju i obrazovanju za svu djecu. Takvim odgojem potiče se razvoj kompetentnosti za cjeloživotno učenje i usavršavanje te sudjelovanje u demokratskom i racionalnom društvu (Dostupno na https://bib.irb.hr.) Međutim autori Livazović, Alispahić i Terović (2015) navode da bez ravnopravnog i redovitog sudjelovanja obitelji u djetetovom razvoju i njegovom obrazovanju, inkluzivno učenje ne može se u potpunosti ostvariti. Poštivanje različitosti i poticanje kvalitetne inkluzivne prakse te nastavno okruženje za učenje koje odražavaju kulturnu pripadnost djece, preduvjeti su realizacije inkluzivnog odgoja i filozofije koja ga prati, a to je kontinuirani profesionalni razvoj i cjeloživotno usavršavanje odgojitelja i učitelja kao refleksivnog praktičara. (Dostupno na https://bib.irb.hr.) U vrtićkom kontekstu, kod poticanja razvoja socijalnih kompetencija djeteta bitne figure zasigurno prvo mjesto zauzimaju odgojitelji. Od stručnih osoba očekuje se uvažavanje različitosti između djece, kao i programi koji se kreiraju i provode prema potrebama djece u ranoj i predškolskoj dobi. U suradnji s ostalim stručnim timom (ponajprije edukacijskim rehabilitatorima), inkluzivni odgojitelji timski surađuju kako bi osigurali uvjete i individualno pristupili svakom djetetu.A clearly known fact, to start with, is the fact that children with developmental disabilities are in need for permanent care because of their special needs. The best educational way to connect with children with special needs is through inclusive education. Children with developmental disabilities have the need to be socially accepted. Through inclusive education in facilities such as pre-schools, primary schools and similar, the need for socialization is being meet through interaction with other students so that children with special needs could learn to accept differences and learn basic social skills. Inclusive upbringing and education means having the same approach to education and development for every child. This kind of education promotes the development of proper abilities for participating in a democratic society. On the other hand, inclusive education can´t be effective without the proper commitment of the family members as well as the teachers and educational staff. Lifelong learning and perfecting is highly important for educational staff and their ability to conduct inclusive education. As a precondition for the realization of inclusive education, educational members should be able to respect the differences and promote quality inclusive learning surroundings for every child individual. Social skills of children with special needs depend a huge deal on educators themselves. Their approach and ability to prepare and organize the arrival and stay of the child, are of big educational importance. It is expected from educators that they are considerate of the individual differences and that they create and maintain suitable programs that are various and adjusted for the needs of children. Inclusive educators, in association with other experts (educational rehabilitation experts), are trying to secure educational and healthy environments for every child, individually, so they could receive proper education