The school integration process for children with autism spectrum disorder (asd) and their adjustment to primary school

Magistrsko delo smo razdelili na dva dela. V prvem, teoretičnem delu smo opredelili motnje avtističnega spektra, predstavili poimenovanje in etiologijo, povedali nekaj o diagnostiki in pojavnosti ter pomenu zgodnje obravnave. Predstavili smo glavne značilnosti otrok z MAS, metode in strategije dela, prilagoditve in povedali nekaj o inkluziji teh otrok. Na kratko smo se dotaknili vzgojno-izobraževalnega procesa, zakonskih podlag in individualiziranega programa. Za konec smo povzeli še nekaj primerov dobrih in slabih praks. V drugem, empiričnem delu smo predstavili raziskavo, ki smo jo izvajali aprila 2021. Raziskava se je nanašala na proces, ko se otrok z MAS iz vrtca vpisuje v redno osnovno šolo. Želeli smo pridobiti poglede, pristope in strategije, ki jih deležniki vrtca uporabljajo pri delu z otroki z MAS ter pridobiti informacijo, na kakšen način so sodelovali pri procesu všolanja. Na drugi strani smo v raziskavo vključili tudi deležnike šole, ki bodo z novim šolskim letom sprejeli otroka z MAS. Zanimalo nas je, ali je med vrtcem in šolo stekel dober sodelovalni odnos in na kakšen način so bili zraven vključeni starši. Prav tako smo želeli ugotoviti, kateri so tisti načini in metode dela, prilagoditve, strategije in pristopi, ki so uspešni pri delu z otroki z MAS, in na kaj je treba biti še posebej pozoren, kadar delamo s tovrstnimi otroki. Kaj je pri otroku z MAS pri tako veliki spremembi še posebej pomembno opazovati in spremljati in na kaj ne smemo pozabiti, kadar govorimo o spremembi okolja, prostora in oseb v odnosu z otroki z MAS. Z analizo odgovorov smo ugotovili, da je izbira ustreznega vzgojno-izobraževalnega programa prva pomembna stvar, ki jo starši naredijo, pri čemer so bili deležniki vrtca v veliko pomoč. Ena izmed ključnih stvari je sodelovalni odnos med vrtcem, šolo in starši, ki je dobro, da steče že pred samim vpisom v šolo in poteka tudi med šolanjem. Na tak način lahko delavci šole pridobijo koristne in pomembne informacije o načinih, pristopih dela, prilagoditvah, strategijah za odpravljanje neželenega vedenja, uspešnih metodah ipd. Ugotovili smo, da deležniki naše raziskave zelo podpirajo inkluzijo in njen namen, če je to še dobro in koristno za otroka z MAS. Kakorkoli pa pride do točke, da je sistem v rednem programu prezahteven, pa se z inkluzijo in vključevanjem otrok v redne programe več ne strinjajo. V tem primeru menijo, da jim je treba poiskati program, kjer se bodo lahko razvijali čim bolj celostno in bodo ustrezno vključeni v skupino vrstnikov.The Master\u27s Thesis is divided into two parts. The first, theoretical part defines the autism spectrum disorder (ASD), presents the development of the term and the ethiology and describes the diagnostics and incidence and the importance of early treatment. It continues with the presentation of the main characteristics of children diagnosed with ASD, the work methods and strategies, reasonable adjustments and the inclusion of these children. It also briefly touches upon the educational process, the legal basis and individualised programmes and concludes with some examples of good and bad practices. The second, empirical part presents a study we conducted in April 2021 on children with ASD in the process of leaving kindergarten and entering regular primary school. The purpose of the study was to obtain the views, approaches and strategies used by stakeholders in kindergarten education in their work with children diagnosed with ASD as well as information on how these stakeholders were involved in the school enrolment process. The study also included stakeholders at school who will participate in the admission of children with ASD to school in the new school year. In the study, we focused on the level of cooperation between kindergartens and schools and the involvement of parents in this process. We also wanted to find out the ways and methods of work, adjustments, strategies and approaches that prove successful in the work with children with ASD and which signs require special attention when working with these children. The analysis of responses reveals that choosing the right educational programme is the first important thing parents can do and that the stakeholders in kindergarten were very helpful in this regard. One of the key elements is the cooperative relationship between the kindergarten, the school and the parents. It is recommended that this cooperation be in place already prior to school enrolment itself and should continue during the schooling process. In this way, the school personnel can obtain useful and important information on successful work-related methods and approaches and on strategies to manage unwanted behaviour. We established that the stakeholders involved in the study strongly support inclusion and its purpose as long as this is positive and beneficial for children with ASD. However, when it comes to the point that the system within the regular educational programme is too demanding, they do no longer agree with inclusion and the integration of the children in regular programmes. They believe that in such cases a programme should be found which enables children with ASD to develop holistically and be integrated appropriately into their peer groups