Analiza stališč vzgojiteljev in pomočnikov vzgojiteljev do inkluzije otrok s posebnimi potrebami v vrtec : diplomsko delo

Krelj, Ema (author), Košir, Stanislav (mentor)

V teoretičnem delu diplomskega dela je najprej zapisana opredelitev vrtca in njegovi programi, v katere se otroci lahko vključijo, definicije otrok s posebnimi potrebami, ki jih lahko srečamo v vrtcu – njihove sposobnosti ter pomanjkljivosti, zapisana pa je tudi definicija inkluzije ter zakaj je pomembno, da jo prakticiramo. V empiričnem delu pa je predstavljena raziskava v, kateri je sodelovalo 90 vzgojiteljev in pomočnikov vzgojiteljev iz Gorenjskih vrtcev. Cilj diplomskega dela je bil analiza stališč vzgojiteljev in pomočnikov vzgojiteljev do inkluzije različnih skupin otrok s posebnimi potrebami v predšolskem obdobju. Podatki so bili pridobljeni s pomočjo lestvice stališč, ki je vsebovala pet glavnih sklopov – stališča vzgojiteljev in pomočnikov vzgojiteljev do inkluzije, stališča o odnosu vzgojiteljev in pomočnikov vzgojiteljev do otrok s posebnimi potrebami, stališča do motoričnih sposobnosti otrok s posebnimi potrebami, stališča do socialnih sposobnosti otrok s posebnimi potrebami in stališča do kognitivnih sposobnosti otrok s posebnimi potrebami. Rezultati raziskave so pokazali, da se stališča do kognitivnih, socialnih, motoričnih sposobnosti otrok v inkluziji sicer razlikujejo, vendar se razlike statistično pomembno ne razlikujejo glede na skupino otrok s posebnimi potrebami; prav tako pa je tudi pri odnosu do njih.

• Language: Slovenian
• Keywords: inkluzija, vzgojitelji predšolskih otrok, pomočniki vzgojiteljev, stališča
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [E. Krelj]
• Year: 2018
• Number of pages: 61 str.
• PID: 20.500.12556/RUL-104199
• UDC: 373.22:376(043.2)
• COBISS.SI-ID: 12122953
• Publication date in RUL: 09.10.2018

Secondary language

• Language: English
• Title: Analysis of attitudes of preschool teachers towards the inclusion of children with special needs in preschool

Abstract

In the theoretical part of the thesis are written the definitions of preschool institution and its programs – in which the children can be included, the definitions of children with special needs – their abilities and deficiencies and the definition of inclusion and why it is important to practice it. In the empirical part, a survey was presented in which 90 preschool teachers from Gorenjska participated. The aim of the thesis was to analyse the attitudes of preschool teachers to the inclusion of different groups of children with special needs in the preschool period. The data were obtained using a scale of attitudes that contained five main chapters – attitude of preschool teachers to inclusion, attitude of preschool teachers to children with special needs, attitude towards the motor abilities of children with special needs, attitude towards social abilities of children with special needs and attitude towards the cognitive abilities of children with special needs. The results showed that the view on cognitive, social and motor abilities of children differ, but the differences were not statistically significant – the result was the same with the attitudes of preschool teachers towards the children with special needs.

• Keywords: backward child, nursery school, otrok s posebnimi potrebami, vrtec