From worldwide point of view is inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support becoming more and more frequent practice and Slovenia is not an exception. One of the most recognizable advantages of inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support is encouraging social skills and social interaction among children with autistic spectrum disorders and their peers with typical development, but on the ohter hand children with autistic spectrum disorders express necessity of additional attention and individual professional support, and by reason of that can inclusion of the mentioned group of children with autistic spectrum disorders in adapted educational programme with additional prefessional support become challenging, especially for educational experts, child's with autistic spectrum disorders peers and for the child with autistic spectrum disorders himself. For providing a successful inclusion of children with autistic spectrum disorders it is crucial to nurture inclusive school climate and culture and to provide appropriate enviromental and curicular adjustments. In addition to that support, team work, formative assesment and collaboration between schooll and child's family are also important factors that hold positive impact on inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support. With the research we wanted to make an evaluational insight in existing state about inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support in Slovenia. The main purpose of the research was to verify attitude of educational professionals, who work with that group of children, and parents of children with autistic spectrum disorders, included in adapted educational programme with additional prefessional support, about the inclusion of mentioned group of children in adapted educational programme with additional prefessional support. In addition we also wanted to verify how the respondents evaluate factors, important for successful inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support, as realizated. Two versions of survey questionnaire were used as an instrument. In the autistic spectrum disorders there were 24 educational professionals, who work with child or children with autistic spectrum disorders in adapted educational programme with additional prefessional support, and 19 parents of mentioned group of children. Results, represented in empirical part of thesis, show that both, educational professionals and parents of children with autistic spectrum disorders have positive attitudes toward inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support. Both groups of respondents percieve inclusive school climate as important. Parents, included in our sample, have highly positive attitude toward active involvement in their child's educational process. Highly positive attitude at educational professionals can be seen in their opinion about the importance of having a supportive school leaders and professional collegues and about the importance of team work in the process of inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support. Results also show that both, educational professionals and parents evaluate factors, important for successful inclusion of children with autistic spectrum disorders, as mainly realizated. Mean of realization on scale from 1 to 5 of all the six factors were 3,88 or more as ratred by educational professionals, and 4,00 or more, ratred by parents
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of children with autistic spectrum disorders. Factors of providing support, encouraging inclusive school climate and culture and formative assesment were evaluated as at least ralizated factors (by educational professionals), but still with relatively high mean.
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