Stališča vzgojiteljev o individualiziranem programu za predšolske otroke s posebnimi potrebami

Poljanec, Špela (author), Lipec Stopar, Mojca (mentor), Pulec Lah, Suzana (comentor)

Individualizirani program za otroke s posebnimi potrebami je v Sloveniji zakonsko opredeljen in ima dvojno funkcijo. Je dokument, v katerem opredelimo individualizirano podporo in prilagoditve vzgojno-izobraževalnega procesa, da bi otroku omogočili optimalno sodelovanje in napredek v tem procesu. Hkrati je tudi dinamičen proces, ki opredeljuje sodelovanje med strokovnimi delavci, vodstvom vzgojno-izobraževalne ustanove, starši in otrokom. V obeh pogledih otroku s posebnimi potrebami omogoča in zagotavlja kakovostno poučevanje in pomoč. Predšolski otrok s posebnimi potrebami velik del svojega aktivnega časa preživi v vrtcu. Da je njegov čas kvalitetno izkoriščen, se mu v programu predšolske vzgoje s prilagojenim izvajanjem in dodatno strokovno pomočjo prilagaja izvajanje splošnega programa in zagotavlja dodatno strokovno pomoč. Bistveno vlogo pri tem imajo vzgojitelji, ki so nosilci vzgojno-izobraževalnega programa za predšolske otroke. Ob sodelovanju s specialnim pedagogom, ki je usposobljen za delo z otroki s posebnimi potrebami, vzgojitelj prilagaja splošni vzgojno-izobraževalni proces otroku s posebnimi potrebami z namenom doseganja optimalnega napredka vseh otrok v oddelku. Na vzgojiteljeva ravnanja v procesu individualiziranega programiranja med drugim vplivajo tudi stališča do individualiziranega programa. Glede na to, da vzgojitelji predšolskih otrok svoja znanja, izkušnje ter usposobljenost v povezavi z delom z otroki s posebnimi potrebami ocenjujejo kot pomanjkljive, nas je zanimalo, kakšna so njihova pojmovanja, stališča in ravnanja v povezavi s celotnim procesom individualiziranega programiranja. Za potrebe magistrskega dela smo oblikovali anketni vprašalnik (Cronbachα = 0,875), ki zajema vprašanja kvalitativnega tipa in petstopenjsko Likertovo lestvico stališč. Statistično smo obdelali odgovore 84 vzgojiteljev predšolskih otrok iz osrednjeslovenske regije. Analiza lestvice stališč ni pokazala posebnih razlik med skupinami anketirancev, določenimi glede na izbrane dejavnike (npr. leta delovnih izkušenj, dosežena izobrazba, aktivno sodelovanje pri pripravi individualiziranega programa, dodatna izobraževanja), je pa ponudila vpogled v pojmovanja vzgojiteljev o individualiziranih programih. Rezultati so pokazali, da v splošnem vzgojitelji z individualiziranim programiranjem nimajo težav oz. neustreznih prepričanj, saj se zavedajo pomembnosti individualiziranega programa za napredek otroka s posebnimi potrebami. Na podlagi odgovorov ugotavljamo, da imajo več težav z vključevanjem in skrbjo za napredek otroka s posebnimi potrebami v oddelku, torej z izvajanjem individualiziranega programa v soodvisnosti z rednim programom. Glede na ugotovitve zaključujemo, da imajo specialni pedagogi poleg dela z otrokom s posebnimi potrebami pomembno vlogo tudi pri opolnomočenju vzgojiteljev za delo s temi otroki.

• Language: Slovenian
• Keywords: Individualizirani program
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-87011
• COBISS.SI-ID: 11310153
• Publication date in RUL: 05.09.2017

Secondary language

• Language: English
• Title: Pre-school education teachers' attitudes to individualised programmes of pre-school children with special needs

Abstract

In Slovenia individualised education program is set by law and has a double role. As a document it provides additional support and adjustments for special needs children so that their optimal progress is possible. As a dynamic process it defines the collaboration between educational workers, school management, parents and special needs child. In both respects the individualised education program allows and provides quality education and assistance to a child. Pre-school child with special needs spends big part of his active time at a kindergarten. Additional specialized support and adjustments of general program provide special needs child’s kindergarten time well-spent. As they are liable for implementation of general education program, pre-school teachers also have a main role at adjustments of general program. To effectively adjust the general program pre-school teachers cooperate with qualified special needs teachers. Together they adjust the program to children so that any child in the group, including special-needs child may achieve his optimal progress. How the pre-school teacher acts in the whole process of individualised education program depends on their attitudes towards it. Pre-school teachers appraise their knowledge, experiences and competences relied to special needs as insufficient. Therefore, we were interested in their comprehensions, attitudes and practices in process of developing, implementing and evaluating of individualised education programs. A questionnaire (Cronbachα = 0,875) was developed for the needs of our research. It includes set of qualitative questions and five point Likert scale. Answers of 84 pre-school teachers from central Slovenia were statistically analysed. The analysis show no important differences between groups of respondents defined by the chosen factors (e.g. years of work experiences, achieved education, active collaboration at the individualized education program process, additional workshops ... ). Nevertheless it offers a brief insight into pre-school teachers comprehensions of individualized education programs. The results show that pre-school teachers have no problems or unsuitable beliefs towards it in general. They are aware of individualised education program’s importance for special needs child’s progress. Their answers show that they have more problems with successful inclusion and care for the special needs child’s progress in the group. They are uncertain how to implement child’s individualized education program into general program. We conclude that special education teachers in kindergarten play more than one important role: they teach the special needs child but they also strengthen pre-school teachers to work with that child.

• Keywords: Individualized education program