Vzgojiteljeva stališča do inkluzije predšolskih otrok s posebnimi potrebami v slovenskih in švedskih vrtcih

Hrovat, Vilma (author), Košir, Stanislav (mentor), Batistič-Zorec, Marcela (comentor)

Vzgoja otrok s posebnimi potrebami zahteva poseben pristop, saj lahko ti otroci v primeru, da so jim omogočeni ustrezni pogoji, dosegajo primerljive rezultate kot njihovi vrstniki, ki posebnih potreb nimajo. Švedski vzgojno-izobraževalni sistem se pogosto omenja kot zgled slovenskemu. Glavne prednosti švedskega vzgojno-izobraževalnega sistema vidimo predvsem v individualni obravnavi otrok s posebnimi potrebami. Cilj raziskave je analiza stališč do inkluzije otrok s posebnimi potrebami med vzgojitelji v slovenskih in švedskih vrtcih. Raziskava je uporabila kvantitativno metodologijo. Deskriptivno raziskovalna metoda je bila uporabljena pri opisovanju resničnega, stvarnega stanja pojavov, ki so se raziskovali. Kavzalno-neeksperimentalna metoda pedagoškega raziskovanja je bila uporabljena za iskanje razlik med pojavi. Z raziskavo smo prišli do spoznanj, da:  Imajo vzgojitelji tako v Sloveniji kot na Švedskem pozitiven odnos do inkluzije.  Se nobena od preučevanih skupin ni čutila povsem kompetentne za delo z otroki s posebnimi potrebami. Med slovenskimi in švedskimi vzgojitelji ni statistično pomembne razlike. - Ocena opremljenosti vrtca kaže negativno tendenco in med slovenskimi in švedskimi vzgojitelji ni statistično pomembnih razlik. - Didaktični pripomočki niso zelo dobro ocenjeni. Med ocenami vzgojiteljev obeh držav ni statistično pomembnih razlik. - Timsko delo je v obeh državah pozitivneje ocenjeno in med ocenami ni statistično pomembnih razlik. - Ocena sodelovanja s starši je v Sloveniji višja kot na Švedskem in je statistično pomembna.

• Language: Slovenian
• Keywords: inkluzija
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-111975
• COBISS.SI-ID: 12643913
• Publication date in RUL: 21.10.2019

Secondary language

• Language: English
• Title: The views on the inclusion of children with special needs in Slovenia and Sweden

Abstract

The education of children with special needs requires a special approach, because children with special needs can, under the right conditions, achieve comparable results as their peers who do not have special needs. The Swedish educational system is often mentioned as an example to the Slovenian one. The main advantages of the Swedish educational system can in the first instance be seen in the treatment of children with special needs. The aim of the research is to analyze attitudes towards the inclusion of children with special needs among educators in Slovenian and Swedish kindergartens. The research used quantitative methodology. The descriptive research method was used to describe the actual state of the phenomena that was investigated. The causal non-experimental method of pedagogical research was used to find differences between phenomena. We have come to the realization that: - Educators have a positive attitude towards inclusion both in Slovenia and Sweden. - None of the groups studied felt completely competent to work with children with special needs. - In spite of the diversity of equipment in the playrooms, spaces for children with special needs do not allow optimal development. - Teaching aids for children with special needsdepend to a large extent dependent on the ingenuity of their educators.

• Keywords: inclusion