Inclusion of children with disabilities in regular preschool programs

Tema ovog rada je inkluzija djece s teškoćama u redovite predškolske programe. U radu se prvo iznose vrste teškoća kod djece, prema važećoj orijentacijskoj Listi vrsta i stupnjeva teškoća iz Pravilnika o osnovnoškolskome odgoju i obrazovanju učenika s teškoćama u razvoju iz 2015. godine. Vrlo je važno teškoće imati detaljno okarakterizirane kako bi ih svi sudionici odgojno-obrazovnog procesa što bolje shvatili te se što bolje pripremili kako bi djetetu s teškoćama osigurali okruženje koje će poticati njegov napredak i učiniti dijete sretnim. Teškoće su podijeljene u sedam kategorija: oštećenja vida, oštećenja sluha, oštećenja jezično-govorne-glasovne komunikacije i specifične teškoće u učenju, oštećenja organa i organskih sustava, intelektualne teškoće, poremećaji u ponašanju i oštećenja mentalnog zdravlja te postojanje više vrsta teškoća u psihofizičkom razvoju. Cilj rada je prikazati najčešće teškoće kod djece, koje su u praksi prisutne te kako se pripremiti za rad s njima, kako bi uspješno proveli odgojno-obrazovnu inkluzivnu praksu, a najvažnije kako reagirati u situacijama gdje neke teškoće mogu rezultirati opasnošću za djetetov život. Nadalje, pojašnjava se što znači inkluzija, jer se taj termin često miješa s integracijom, iako se u potpunosti razlikuju i važno je težiti potpunoj inkluziji djeteta s teškoćom, jer sama integracija neće zadovoljiti sve potrebe koje dijete s teškoćom ima. Objašnjena je važnost kompetentnosti odgojitelja za rad u skupini u koju je uključeno dijete s teškoćom. Odgojitelj je važna odrasla osoba u djetetovom životu s kojom će dijete provoditi puno vremena te je stoga važno da bude spreman i pripremljen na rad s djetetom koje ima teškoću. Prije svega, odgojitelj mora naučiti o teškoći, pripremiti se na postupanje u različitim situacijama i naučiti se prilagoditi svoj način rada svoj djeci u skupini. Jako je važno da odgojitelj ima partnerski odnos s roditeljima djeteta s teškoćom jer tako može najbolje upoznati dijete i neke njegove navike kako bi okruženje najbolje prilagodio njemu. Na kraju rada navodi se primjer iz prakse o djetetu sa cerebralnom paralizom uključenim u program predškole.The topic of this paper is the inclusion of children with disabilities in regular preschool programs. The paper first presents the types of difficulties in children, according to the valid orientation list of types and degrees of difficulties from the Ordinance on primary education of students with disabilities from 2015. It is very important to have the difficulties characterized in detail so that all participants in the educational process can better understand them and prepare as well as possible to provide the child with disabilities with an environment that will encourage their progress and make the child happy. Difficulties are divided into seven categories: visual impairment, hearing impairment, speech-speech-voice communication and specific learning difficulties, organ and organic system impairments, intellectual disabilities, behavioral and mental health disorders, and the existence of several types of psychophysical developmental difficulties. The aim of the paper is to show the most common difficulties in children, which are present in practice and how to prepare for working with them, to successfully implement inclusive educational practice, and most importantly how to react in situations where some difficulties may endanger the child's life. Furthermore, it is clarified what inclusion means, because the term is often confused with integration, although they are completely different and it is important to strive for full inclusion of a child with disabilities, because integration alone will not meet all the needs of a child with disabilities. The importance of the educator's competence to work in a group involving a child with a disability is explained. The educator is an important adult in the child's life with whom the child will spend a lot of time and therefore it is important to be ready and prepared to work with a child who has difficulty. First of all, the educator must learn about the difficulty, prepare to act in different situations, and learn to adapt his way of working to all the children in the group. It is very important that the educator has a partnership with the parents of the child with difficulty because this way he can best get to know the child and some of his habits in order to best adapt the environment to him. At the end of the paper, an example from the practice of a child with cerebral palsy included in the preschool program is given