The thesis consists of theoretical and the empirical part. In both parts the thesis answers the research questions on ways of including children in a group, positive effects of including Roma children in group work with other children, work programmes for Roma children, and the part of professional workers in enrolling Roma children.
The theoretical part describes the education and culture of Roma people in Slovenia and Bela krajina through history. It defines the concepts of integration, segregation and inclusion and determines how these concepts are connected with the discussed issues. Then follows the analysis of the laws, rules and documentation connected with the discussed Roma problems, which is used in analytical work.
The empirical part researches, in greater detail, the way of including Roma children and various work forms professional workers use with Roma children, in one of Bela krajina's kindergartens. In this case, Roma children are integrated in regular classes and included in daily programme, this is why the thesis focuses mainly of this type of inclusion. Later it also researches the impact of individual professional workers (kindergarten teachers and their assistants, head teacher's assistant, adviser, Roma children assistant) on the inclusion of Roma children in regular kindergarten classes. It is also interested in the ways the employees help with enrolling Roma children in regular kindergarten classes: with encouraging the parents of Roma children to enrol their child into regular kindergarten classes, with designing an adjusted programme, with additional work with Roma children, etc. By researching it defines the ways of including Roma children in the group and the part of professional workers in their enrolment. Inclusion of Roma children is the same for all, but the role of professional workers differs. The adviser manages all necessary documentation, Roma children assistant communicates with the parents of Roma children, and the head teacher's assistant organizes all the work. Kindergarten teachers and their assistants do not have a role in enrolling children, however they have a key role in working with Roma children in the group.
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