Stališča strokovnih delavcev v vrtcu do otrok s posebnimi potrebami

Bervar, Anja (author), Polak, Alenka (mentor), Pulec Lah, Suzana (comentor)

Otroci s posebnimi potrebami naj bi vrtec, kot je zapisano v Beli knjigi, začeli obiskovati vsaj dve leti pred vstopom v prvi razred osnovne šole. Delo z otroki s posebnimi potrebami v vrtcu mora temeljiti na Kurikulumu za vrtce, pri tem pa je potrebno sodelovati tudi z drugimi strokovnimi delavci (npr. specialnimi pedagogi, psihologi, logopedi …) ter uvajati prilagoditve, ki jih otroci s posebnimi potrebami potrebujejo. Posebne potrebe na neki način zaznamujejo otroke, zato je pomembno za vsakega otroka s posebnimi potrebami sestaviti individualiziran program, ki predvideva dodatne prilagoditve za konkretnega otroka s posebnimi potrebami. Ključnega pomena za uspešen razvoj otroka na kognitivnem, emocionalnem in socialnem področju je tudi sodelovanje s starši otrok s posebnimi potrebami in starši otrok brez posebnih potreb. Pri inkluziji je bistveno vključevanje otrok s posebnimi potrebami v socialne odnose z drugimi. Inkluzija preprečuje izključenost posameznikov iz socialnega okolja. Za uspešno vključevanje otrok s posebnimi potrebami so pomembna tudi stališča strokovnih delavcev. Stališča so osebnostne naravnanosti vsakega posameznika, s katerimi se odzivamo na razmere okrog sebe in usmerjajo našo pozornost. Za stališča nimamo bioloških predispozicij, saj jih ustvarjamo in spreminjamo na podlagi socialno pridobljenih struktur. Stališča so pozitivno ali negativno naravnana in se lahko tudi spreminjajo. V raziskavi me je zanimalo, kakšna stališča imajo strokovne delavke v vrtcu do otrok s posebnimi potrebami, zato sem sestavila vprašalnik z lestvicami stališč. Vzorec raziskave je zajemal 126 strokovnih delavk v vrtcu. Pridobljene rezultate sem obdelala s pomočjo Excel datoteke in jih predstavila v tabelah in grafih. Ugotovila sem, da večini (53 %) vzgojiteljic in pomočnic vzgojiteljic delo z otroki s posebnimi potrebami hkrati predstavlja pedagoški izziv in dodatno obremenitev. Kar 21 % anketirancem pa delo z otroki s posebnimi potrebami predstavlja le dodatno obremenitev. Prav tako sem ugotovila, da se vzgojiteljice čutijo bolj strokovno usposobljene za delo z otroki s posebnimi potrebami kot pomočnice vzgojiteljice; teh se kar 38 % ne čuti dovolj usposobljenih za delo z otroki s posebnimi potrebami, medtem ko se le 12 % pomočnic vzgojiteljice čuti dovolj strokovno usposobljenih. Iz ugotovitev lahko povzamem, da nimajo vse vzgojiteljice pozitivna stališč do otrok s posebnimi potrebami in da menijo, da za delo z otroki s posebnimi potrebami potrebujejo veliko več znanja, kot ga dobijo med študijem.

• Language: Slovenian
• Keywords: stališča
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2017
• PID: 20.500.12556/RUL-94247
• COBISS.SI-ID: 11659081
• Publication date in RUL: 23.08.2017

Secondary language

• Language: English
• Title: Preschool teachers' and preeschool teachers assistants' attitudes towards children with special needs

Abstract

According to the White Paper on Education in the Republic of Slovenia, children with special needs should begin attending kindergarten at least two years before starting primary school. Working with children with special needs in kindergarten must be based on the Kindergarten Curriculum, while also collaborating with other specialists (such as special education teachers, psychologists, speech and language therapists etc.) and introducing changes required by children with special needs. Since children are marked with their special needs, it is very important to create an individual programme that includes additional adjustments for each specific child with special needs. Collaboration with parents of children with special needs as well as with the parents of children without special needs is of key importance in achieving a successful development of children in terms of their cognitive, emotional and social abilities. When it comes to inclusion, it is essential to include children with special needs in social relations with others. Inclusion prevents exclusion of individuals from social environments. In addition to inclusion, integration plays a very important role as it connects a special needs person/child with other children and people. Standpoints are personal attitudes of every individual, by means of which we respond to circumstances around us and which direct our attention. There are no biological predispositions for standpoints; rather, we create and change them based on the social structures we build throughout life. Standpoints can be positive or negative, and can be changed. In my research, I was interested in the standpoints cultivated by professional workers in kindergarten to children with special needs. I therefore composed a questionnaire with a scale of standpoints. The research sample included 126 professional kindergarten workers. I analysed data by means of Excel files and presented them in the form of tables and graphs. According to the results, most of the kindergarten teachers and assistants of kindergarten teachers (53%) regard working with children with special needs as a pedagogic challenge, as well as an additional burden. As many as 21% of them see working with children with special needs merely as an additional burden. I ascertained that kindergarten teachers feel more professionally qualified for working with children with special needs than their assistants; in fact, as many as 38% of the assistants feel that they are not sufficiently professionally qualified for this type of work. Only 12% of kindergarten teachers believe that they are sufficiently qualified for working with children with special needs. To summarise, not every kindergarten teacher has a positive standpoint in relation to children with special needs. They also think that, as regards working with children with special needs, they require far more knowledge than they gain while studying.

• Keywords: attitudes