Stavovi odgojitelja o integraciji djece s umjetnom pužnicom u redovne predškolske programe

Rana integracija djece s umjetnom pužnicom u redovne predškolske ustanove jedan je od najvažnijih koraka za njihovo uključivanje u širu društvenu zajednicu. Stav odgojitelja u provedbi integracije izravno utječe na to koliko će se se on posvetiti pripremi sebe kao stručnjaka, djece u skupini, ali i roditelja ostale djece na integraciju. Ono što je najvažnije, stav odgojitelja ovisi i o tome koliko će se on posvetiti samom djetetu s umjetnom pužnicom i na taj način izravno utjecati na njegov razvoj. Rezultati ovog rada pokazali su kako odgojitelji imaju izrazito pozitivan stav prema ideji integracije, bez obzira na radni staž ili iskustvo rada s djecom s umjetnom pužnicom. Povoljne stavove iskazali su i prema suradnji s roditeljima djece s umjetnom pužnicom. Najveće nezadovoljstvo odgajatelji su izrazili prema prostorno-materijalnim uvjetima rada (prevelik broj djece u skupini), suradnji s vanjski stručnjacima i stručnjacima unutar predškolske ustanove, stručnim usavršavanjima i pripremi za rad s djecom s umjetnom pužnicom. Termin integracija potrebno je zamijeniti terminom inkluzija i u praksi, ali za to je potrebno mijenjati postojeće uvjete unutar odgojno-obrazovnog sustava Republike Hrvatske.Early integration of children with cochlear implants into ordinary preschool is one of the most important steps for their inclusion in wider social community. The attitude of preschool educators in implementing integration directly affects how much will it be given to preparing themselves as an experts, the children in the group, but also the parents of other children for the integration. Most importantly, the attitude of preschool educators depends on how much they will be dedicated to the child with cochlear implants and thus have a direct impact on its development. Results of this study showed that preschool educators have a very positive attitude towards the idea of integrations, regardless of their years of service or experience of working with children with cochlear implants.Favorable attitudes were expressed towards cooperation with parents of children with cochlear implants. The largest dissatisfaction preschool educators have expressed toward material conditions (too many children in the group), cooperation with the external experts and professionals within the preschool, professional training and preparation for working with children with cochlear implants. The term integration needs to be replaced with the term inclusion in practice, but it is necessary to change the existing conditions within the educational system of the Croatian