Primjena individualiziranih metoda, oblika i sredstava u radu s djecom s teškoćama predškolske dobi

Svrha ovoga rada je istaknuti činjenicu da se sve veći broj djece s teškoćama uključuje u redovne ustanove ranog i predškolskog odgoja i obrazovanja. Kako bi njihov boravak u vrtiću bio osiguran, potrebno je prepoznati njihove razvojne potrebe te na njih odgovoriti na najbolji mogući način. Sukladno tome, cilj ovog istraživanja bio je utvrditi koliko su odgojitelji upoznati s teškoćama djece, smatraju li se kompetentnim za rad s djecom s teškoćama te primjenjuju li razne metode, oblike i sredstva u radu s njima. Svako dijete s teškoćama odgojitelju predstavlja izazov možemo reći da rad s njima zahtijeva cjeloživotno obrazovanje te korištenje brojnih metoda, oblika i sredstava. Završni rad je pripremljen na način da prvo uvodi čitatelja u razumijevanje pojma teškoće u razvoju te kakvim se sve vrstama teškoća obitelji, odgojitelji i zajednica susreću. Nakon toga slijedi objašnjenje inkluzivnog pristupa kao i kompetencije odgojitelja i njihova uloga u radu s djecom s teškoćama kroz suradnju s roditeljima i stručnim suradnicima. U radu su opisane i strategije s kojima se odgojitelji susreću u radu s djecom s teškoćama. Objašnjen je i individualizirani pristup te važnost razvoja tolerancije među djecom kroz primjenu raznih metoda, oblika i sredstava. Rad je temeljen na rezultatima istraživanja provedenog putem online ankete. Rezultati ispitivanja su pokazali da većina odgojitelja smatra kako im je potrebno još dodatnih edukacija za stjecanje kompetencija u radu s djecom s teškoćama. Također većina primjenjuje i prilagođava individualizirane postupke i pristupe raznim metodama i oblicima rada. Osim navedenog većina koristi odgovarajući materijal te izrađuju vlastite poticaje za rad s djecom s teškoćama.The purpous of this thesis is to accentuate the fact that there is more and more children with disabilities being included into the public institutions of preschool education. In order to insure their stay is well managed we need to recognise their developmental needs and meet them in the best possible way. The goal of this thesis was accordingly, to assertain how well the educators know the disabilities that some children have, if they consider themselves competent to work with disabled children and if they apply different methods, ways or means of working with them. Every child with a disability presents as a challenge to the educator, so it goes without saying that to work with them takes a lifetime of education and the use of many methods, ways and means. This thesis is structured in a way that it first leads the reader into understanding the term of developmental disability and the kinds of difficulties the families, educators and society face. Immedietly following that is the explanation of the inclusive approach as well as the competence of educators and their role in the work with disabled children through cooperation with the parents and expert associates. There is also a description of the strategies with which the educators are confronted while working with disabled children. The individualized approach is also explaned as well as the importance of the developing a sence of understanding among the children through the use of different methods, ways and means. The thesis is based upon the research results gathered by an online survey. The research has shown that the educators believe that they are in need of more education to be able to better work with children and their disabilities. Most educators apply and adapt the individualised actions and approaches through an array of methods and applications of educational work. Besides the aformentioned most educators use materials to make their own educational tools for work with disabled children