POREMEĆAJI GLASA I GOVORA KOD DJECE OSNOVNOŠKOLSKE DOBI

Inkluzivno obrazovanje je prisutno u suvremenim obrazovnim sustavima, a karakterizira ga uključivanje djece s posebnim potrebama u redovno obrazovanje. Kategoriji djece s posebnim potrebama pripadaju i djeca s poremećajem glasa i govora. Takva djeca imaju problema s komunikacijom, izgovorom određenih glasova, tempom i tečnosti govora i sl. Za poremećaje glasa karakteristična je neprimjerena visina i kvaliteta glasa te glasnoća rezonancije ili trajanja. Najpoznatiji poremećaji govora su mucanje (normalan tijek govora isprekidan ponavljanjem ili produljivanjem slogova) i brzopletost (pretjerano skraćivanje ili brisanje slogova, netipične pauze i naglasci, brz tempo govora). S obzirom da im njihove poteškoće otežavaju aktivno praćenje i sudjelovanje u nastavnom procesu, inkluzijom im se osiguravaju prilagodbe sadržaja i individualni pristup rada kako bi mogli ravnopravno sudjelovati u nastavi sa svojim vršnjacima. U obrazovnom procesu potrebna im je podrška stručne službe škole (pedagog, logoped, dječji psiholog itd.), njihovih učitelja i nastavnika koji im osmišljavaju prilagođeni program i metodičko-didaktičku prilagodbu rada, vodstva škole kao i njihovih školskih kolega. Cilj je omogućiti takvoj djeci sigurno i ugodno okruženje, razumijevanje i potrebnu pomoć u ispunjavanju obrazovnih obveza te promicati poštivanje i vrjednovanje različitosti.Inclusive education is present in modern education systems, and is characterized by the inclusion of children with special needs in regular education. Children with voice and speech disorders also belong to the category of children with special needs. Such children have problems with communication, pronunciation of certain voices, pauses and fluency of speech, etc. Voice disorders are characterized by inappropriate pitch, voice quality and loudness of resonance or duration. The most well-known speech disorders are stuttering (normal fluency of speech interrupted by repetition or lengthening of syllables) and cluttering (excessive shortening or deletion of syllables, atypical pauses and accents, fast tempo of speech). Considering that their disorders make it difficult for them to actively follow and participate in the teaching process, inclusion provides them adjustments of the content and an individual approach, so that they can participate equally in classes with their peers. They need the school's professional service support (pedagogue, speech therapist, child psychologist, etc.), support of their teachers who design education adjustment programs and methodical-didactic adaptation of their work, also support of the school's leadership and their school colleagues. The goal is to provide such children one safe and comfortable environment, surround them with understanding and needed help in fulfilling their educational obligations, and also to promote respect and appreciation of diversity