The role of the preschool teacher in the educational inclusion of a child with hearing impairment

Cilj ovog završnog rada je bio ispitati odgojitelje o njihovoj procjeni svojih kompetencija za rad s djecom oštećenog sluha. Uloge odgojitelja u odgojno-obrazovnoj inkluziji djeteta s oštećenjem sluha su bezbrojne, polazeći od poznavanja djetetovih karakteristika, komunikacije s djetetovim roditeljima i stručnim timom, pripremama didaktičkih materijala i prostorije, ostvarenja osjećaja prihvaćenosti djeteta u grupi, zadovoljenja djetetovih potreba do praćenja djetetova razvoja. Na početku se fokusiramo na teorijski dio. Objašnjava se pojam oštećenja sluha i vrste, stupanj oštećenja sluha, moguće posljedice oštećenja sluha i indikatori da dijete ima oštećen sluh. U nastavku se definira inkluzija, navode se kompetencije odgojitelja u odgojno-obrazovnoj inkluziji djece s oštećenjem sluha, važnost komunikacije s roditeljima i suradnje sa stručnim suradnicima te zakonski aspekti. U dosadašnjim istraživanjima ukazano je na to da odgojitelji pokazuju motiviranost za rad s djecom s teškoćama, pri tome smatraju da ne ostvaruju dostatno kvalitetnu suradnju sa stručnim timom (Kudek Mirošević i Jurčević Lozančić, 2014). Na posljetku se analizira istraživanje, navodi se cilj istraživanja, metode istraživanja, uzorak ispitanika, rezultati istraživanja i rasprava. U istraživanju se može primijetiti da ispitani odgojitelji razumiju važnost komuniciranja s roditeljima djeteta oštećena sluha i stručnim timom ali ih se manji broj osjeća dovoljno kompetentnima za uspješnu komunikaciju. Također se može vidjeti da se svi ispitani odgojitelji ne slažu s tvrdnjom da ustanova u kojoj rade ima stručne suradnike s kojima mogu ostvariti uspješnu suradnju. Većina ispitanih odgojitelja se smatra kompetentnima za zadovoljavanje individualnih potreba i interesa djeteta s oštećenjem sluha. Također se većina smatra kompetentnima pratiti emocionalni i socijalni razvoj djeteta s oštećenjem sluha.The aim of this final paper was to examine educators about their assessment of their competencies for working with hearing impaired children. The roles of educators in the educational inclusion of a child with hearing impairment are innumerable, starting from knowledge of the child's characteristics, communication with the child's parents and professional team, preparation of didactic materials and premises, realization of the child's acceptance in the group, meeting the child's needs.At the beginning we focus on the theoretical part. The concept of hearing impairment and type, the degree of hearing impairment, the possible consequences of hearing impairment and indicators that the child has hearing impairment, are explained. The following defines inclusion, lists the competencies of educators in the educational inclusion of children with hearing impairments, the importance of communication with parents and cooperation with professional associates, and legal aspects. Research to date has shown that educators show motivation to work with children with disabilities, while believing that they do not achieve sufficient quality cooperation with the professional team (Kudek Mirošević and Jurčević Lozančić, 2014). Finally, the research is analyzed, the goal of the research, research methods, sample of respondents, research results and discussions are stated. In the research, it can be noticed that the surveyed educators understand the importance of communicating with the parents of a hearing-impaired child and the professional team, but a smaller number of them feel competent enough to communicate successfully. It can also be seen that not all surveyed educators agree with the statement that the institution in which they work has professional associates with whom they can achieve successful cooperation. Most of the educators surveyed are considered competent to meet the individual needs and interests of a child with a hearing impairment. Also, most are considered competent to follow the emotional and social development of a child with a hearing impairment