Sodelovanje delovnih terapevtov z rednimi osnovnimi šolami in vrtci : diplomsko delo

Saje, Jasmina (author), Šuc, Lea (mentor), Gričar, Nevenka (reviewer)

Uvod: Delovni terapevti se vključujejo na različna področja posameznikovih okupacij, tudi na področje izobraževanja. Uspešno sodelovanje s šolo ali vrtcem je pomembno za dobro vključenost otroka v aktivnosti, povezane s šolskim delom. V Sloveniji se delovni terapevti srečujejo z različnimi ovirami in omejitvami, ki jim preprečujejo boljše sodelovanje. Namen: Raziskati sodelovanje slovenskih delovnih terapevtov z rednimi osnovnimi šolami in vrtci ter ugotoviti, s katerimi ovirami se pri svojem delu najpogosteje srečujejo. Metode dela: Uporabljen je bil kvantitativni metodološki pristop s pomočjo anketnega vprašalnika z odgovori izbirnega tipa. V namenski vzorec so bili vključeni vsi delovni terapevti, zaposleni v slovenskih razvojnih ambulantah znotraj javnih zavodov. Anketiranje je potekalo s pomočjo spletnega portala 1KA. Rezultate smo analizirali z deskriptivno statistiko, urejali pa s pomočjo programa Microsoft Excel. Zbrali smo 35 veljavnih vprašalnikov. Rezultati: Pridobljeni podatki so pokazali, da so delovni terapevti še vedno glavni pobudniki za sodelovanje s šolami in vrtci ter da le-to ni kontinuirano, temveč je odvisno od potreb posameznega otroka. Izkazalo se je, da so timski sestanki in konzultacije prednostni način sodelovanja, medtem ko se intervencije v instituciji redko izvajajo. Prilagajanje šolskega okolja, svetovanje, učenje strategij dela in uporabe pripomočkov ter svetovanje o rokovanju z otrokom so najpogostejši načini sodelovanja. Terapevti izpostavljajo, da so ovire, ki vplivajo na sodelovanje, pomanjkanje časa, preobremenjenost in nepoznavanje stroke, deljeno mnenje se pojavlja pri zaznavanju sistemskih ovir. S strani šol in vrtcev pogrešajo povratne informacije, jasno opredelitev vlog in odgovornosti, odprtosti ter medsebojne interprofesionalne komunikacije. Razprava in zaključek: Čeprav se doprinos delovne terapije kaže v izboljšanju različnih področij otrokovega delovanja znotraj institucij vzgoje in izobraževanja, sodelovanje s šolami in vrtci še vedno ni povsem zadostno glede na potrebe otrok. Smiselna bi bila uvedba izobraževanj in usposabljanj, ki bi delovne terapevte bolj pripravile in jim olajšale sodelovanje.

• Language: Slovenian
• Keywords: diplomska dela, delovna terapija, izobraževanje, vzgoja, interdisciplinarnost, inkluzija
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: ZF - Faculty of Health Sciences
• Place of publishing: Ljubljana
• Publisher: [J. Saje]
• Year: 2024
• Number of pages: 29 str., [11] str. pril.
• PID: 20.500.12556/RUL-162854
• UDC: 615.851
• COBISS.SI-ID: 209390595
• Publication date in RUL: 28.09.2024

Secondary language

• Language: English
• Title: Collaboration of occupational therapist with regular primary schools and kindergartens : diploma work

Abstract

Introduction: Occupational therapist are involved in various fields of individual occupations including the field of education. Successful collaboration with the school or kindergarten is important for the good participation of the child in activities related to school work. In Slovenia, occupational therapists encounter various obstacles and limitations that prevent them to cooperate better. Purpose: To investigate the cooperation of Slovenian occupational therapists with mainstream elementary schools and kindergartens and to find out which obstacles they most often encounter during their work. Methods: A quantitative methodological approach was used with a survey questionnaire with multiple-choice answers. All occupational therapists employed in Slovenian public developmental clinics were included in the purposive sample. For the survey we used 1KA web portal. The results were analyzed with descriptive statistics and edited with Microsoft Excel. We collected 35 valid questionnaires. Results: The obtained data showed that occupational therapist are still the main instigator for cooperation with school and kindergartens. Collaboration is not permanent, but depends on the needs of the individual child. It turns out that team meetings and consultation are the preferential way of cooperation, while interventions in the institution are rare performed. Adapting the school environment, advising how to handle a child and teaching how to use strategies and adapted tools are the most common ways of cooperation. Therapist expose that obstacles are lack of time, overload and unknowing their profession. About system barriers they have opposing opinion. They want more feedback, a clear definition of roles and responsibilities, openness and interprofessional communication. Discussion and conclusion: Although the contribution of occupational therapy can be seen in the improvement of various areas child's activities, cooperation with schools and kindergartens is still not sufficient. An introduction would make sense education and training that would better prepare occupational therapists and make it easier for them cooperation. It would make sense to provide education and training to better prepare therapist for work and cooperation with school and kindergartens.

• Keywords: diploma theses, occupational therapy, education, upbringing, interdisciplinarity, inclusion