The role of the expert team in including a hearing impaired child in the regular kindergarten

Otrok z zmerno izgubo sluha se z odločbo usmeri v redni program predšolske vzgoje s prilagojenim izvajanjem in dodatno strokovno pomočjo. Vključen je v okolje nevrotipičnih vrstnikov, sam pa ima primanjkljaj, ki pogosto vpliva na več vidikov njegovega razvoja in funkcioniranja. V teoretičnem delu so predstavljeni pojem naglušnost, vrste naglušnosti in vzroki zanjo ter opis razvoja naglušnega otroka, zgodnje obravnave in pripomočki za naglušne otroke. Nadalje sledi sestava strokovnega tima v predšolskem obdobju, potek vključevanja naglušnega otroka, individualiziran program z dodatno strokovno pomočjo in prilagoditvami učnega procesa. Osrednji cilj empiričnega dela predstavlja preučevanje vloge strokovnega tima pri vključevanju naglušnega otroka v redni oddelek, kompetentnost strokovnih delavcev za delo z naglušnim otrokom in potek sodelovanja med starši in strokovnimi delavci. Analiza je pokazala, da je redni program predšolske vzgoje pravilna izbira vzgojno-izobraževalnega programa, da se je naglušni otrok brez težav vključil v redni oddelek ter da ni prihajalo do večjih odstopanj med naglušnim otrokom in vrstniki na področju komunikacije in usvajanja učnih vsebin. Izkazalo se je, da delo z naglušnim otrokom zahteva veliko znanja in kompetenc pri načrtovanju in izvajanju individualiziranega programa. Sodelovanje med starši in strokovnimi delavci pa se je v našem primeru izkazalo kot primer dobrega sodelovanja.A hearing-impaired child with a moderate hearing loss is placed into a regular programme of preschool education with adaptations and additional professional assistance. The child is included in the environment of neurotypical peers, and has a disorder that often influences numerous aspects of development and functioning. In the theoretical part, the concept of hearing-impairment, types of hearing-impairment and its causes are presented, and the hearing-impaired child’s development, early treatment of hearing-impaired children and accessories for them are described. Further follows the composition of expert groups in preschool education, the timeline of including a hearing-impaired child, the course of inclusion, an individualized program with additional professional assistance and adaptations in the education process. The main goal of the empirical part is to study of the role of the expert team in including a hearing-impaired child in a regular kindergarten, the competences of professional workers to work with a hearing-impaired child and the course of cooperation between them and parents. The analysis showed that a regular kindergarten is the correct choice of an educational programme, that the hearing-impaired child was included without difficulties, and that there were no major deviations of the hearing-impaired child from peers, regarding the development of communication and learning. The analysis also showed that working with a hearing-impaired child requires a lot of knowledge and competences, especially during the careful planning of the individualized programme, as well as in its implementation. The cooperation between the parents of the hearing-impaired child and the professional workers of the kindergarten, in our case, proved to be an example of an excellent cooperation