Adjusting the educational work with an autistic child

Diplomsko delo predstavlja problematiko prilagajanja vzgojnega dela otroku z avtizmom. Razdeljeno je na dva dela. Teoretični del predstavlja zgodovino avtizma, opredelitev in vzroke za avtizem, značilnosti otrok z avtizmom, zakonodajo s področja avtizma, prilagoditev za delo z otroki z avtistično motnjo in pomen vzgojiteljev. V raziskovalnem delu smo analizirali vsebino individualnega pristopa za delo z avtističnim otrokom vrtcu v programu s prilagojenim izvajanjem in dodatno strokovno pomočjo. Vzorec je zajemal 30 vzgojiteljev. Ugotovili smo, da se najpogosteje izvaja prilagoditev socialnih interakcij in prilagoditev komunikacije. Tu so ocene vseh anketiranih vzgojiteljic tudi najbolj homogene. Sledi izvajanje prilagoditev načina dela in dejavnosti ter nato izvajanje prilagoditve prostora in časa. Ugotovili smo tudi, da velika večina anketiranih meni, da vrtec za individualno obravnavo otrok z avtizmom pošilja svoj kader na izobraževanje oz. usposabljanjeda jih velika večina sodeluje pri pripravah individualnega programa za potrebe otroka z avtizmom ter da ima velika večina zagotovljeno dodatno strokovno pomoč pri delu z avtističnim otrokom.The thesis introduces the problem of adjusting the educational work with an autistic child. In the theoretical part, we presented the history of autism, defined the autism and its causes, presented the characteristics of autism, autism legislation, adjustment of educational work for autistic children and the meaning of the kindergarten teachers. In the practical part, we analysed the individual approach to working with an autistic child in special kindergarten class with an additional professional help. There were 30 kindergarten teachers included in the research. We were able to determine that the most of adjustment takes place in the field of social interaction and communication. Here, the evaluation of all kindergarten teachers, included in the questionnaire, was the most homogeneous of all. Also frequent are adjustment of work methods and activities and adjustment of time and place. The majority of them believe that the kindergarten enables its employees the education and training for an individual approach to autistic childrenthat the majority of them participate in preparations of individual program for an autistic childand finally, that the majority of them have an additional professional help provided by their employer