Integration of Roma children in primary education: perception of Roma children placed in foster care

U ovom radu iznose se rezultati kvalitativnog istraživanja čiji je cilj ispitati integriranost romske djece koja se nalaze u jednom zagrebačkom domu za nezbrinutu djecu s njihovim školskim kolegama. Uzorak je obuhvaćao 6 sudionika/ica koji pohađaju osnovnoškolski obrazovni program. S obzirom da se romska nacionalna manjina u svakodnevnom životu susreće s diskriminacijom te im se atribuiraju razni stereotipi, svrha ovog rada bila je dobiti uvid u poteškoće na koje nailaze romska djeca, iz doma za nezbrinutu djecu, za vrijeme procesa socijalizacije i interakcije sa školskim kolegama. Ispitivao se stupanj njihove integriranosti za vrijeme školskih aktivnosti koje se odvijaju u i izvan obrazovne ustanove te stupanj integriranosti za vrijeme izvanškolskih aktivnosti. Rezultati istraživanja su pokazali da djeca najveći stupaj integriranosti postižu za vrijeme pohađanja obrazovnog programa, a najmanji stupanj tijekom izvanškolskih aktivnosti. S obzirom na to da se nalaze u domu za nezbrinutu djecu, koji ima svoja pravila i kodeks ponašanja, djeci je najteže ostvariti integraciju tijekom slobodnog vremena jer nisu uvijek u mogućnosti napustiti domsko okruženje.This Bachelor's tesis presents the results of a qualitative research that examined the integration of Roma children in a foster home in Zagreb with their schoolmates. The sample included 6 participants attending the primary education program. Given that the Roma national minority encounters discrimination in their daily lives and suffers from various stereotypes, the purpose of this thesis is to gain insight into the difficulties faced by Roma children, from the orphanage, during the process of socialization and interaction with school colleagues. The degree of their integration during school activities that take place in and outside the educational institution and the degree of integration during extracurricular activities were examined. The results of the research showed that children achieve the highest degree of integration during their attendance at the educational program, and the lowest degree during extracurricular activities. Given that they are in the foster home that has its own rules and code of conduct, it is difficult for children to achieve integration during free time because they are not always allowed to leave the surroundings of the foster care