20.500.12556/DKUM-75758 Zgodnja obravnava in vključevanje otrok s posebnimi potrebami v redne oddelke vrtca Early treatment and inclusion of children with special needs in standard kindergartens Zgodnja obravnava ima velik pomen pri prepoznavanju in odpravljanju razvojnih odstopanj pri predšolskih otrocih. Tako pomembno vpliva na usmerjanje otrok s posebnimi potrebami, saj se na podlagi podatkov, pridobljenih s pomočjo zgodnje obravnave, otrokom lahko omogočijo prilagoditve dela v skladu z njihovimi potrebami. Namen magistrske naloge je raziskati zgodnjo obravnavo in vključevanje otrok v redne oddelke vrtca, k čemur nas je spodbudilo sprejetje Zakona o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami (ZOPOPP, UL RS, 41/17), ki se je začel uporabljati s 1. 1. 2019. Teoretični del magistrske naloge se osredotoča na zgodnjo obravnavo otrok in otroke s posebnimi potrebami, kjer podrobneje opredelimo zgodnji razvoj otroka in možnosti vplivanja nanj s pomočjo zgodnje obravnave. Opredeljene so tudi skupine otrok s posebnimi potrebami, njihovo usmerjanje, inkluzija v vrtcih, ter potrebne prilagoditve dela za različne skupine otrok s posebnimi potrebami. V empiričnem delu smo želeli ugotoviti kakšna stališča do zgodnje obravnave imajo vzgojitelji in pomočniki vzgojiteljev, ki so zaposleni v rednih oddelkih vrtcev. Zanimala so nas njihova stališča do koristnosti zgodnje obravnave, stališča do izvajanja zgodnje obravnave, ocena lastne kompetentnosti za delo z otroki s posebnimi potrebami ter seznanjenost z ZOPOPP, oziroma delo v skladu s tem zakonom. Pri raziskavi je sodelovalo 297 vzgojiteljic in pomočnic vzgojiteljic iz vse Slovenije. Z raziskavo smo ugotovili, da so vzgojiteljice in pomočnice vzgojiteljic srednje dobro seznanjene z ZOPOPP ter, da se njihovo delo v okviru zgodnje obravnave po sprejetju nove zakonodaje ni bistveno spremenilo. Ugotovili smo tudi, da so njihova stališča do zgodnje obravnave večinoma pozitivna, znotraj statusa glede na poklic, dolžino delovne dobe in število že obravnavanih OPP pa med njihovimi stališči obstajajo statistično pomembne razlike. Razlike pripisujemo različni stopnji izobrazbe, različni stopnji avtonomije pri delu in izkušnjam na področju dela z otroki s posebnimi potrebami. Early treatment is of great importance in identifying and correcting developmental abnormalities in preschool children. It has such a significant impact on the guidance of children with disabilities, since information obtained through early treatment can allow us to adapt the work to every child's needs. The purpose of the thesis is to explore early treatment and inclusion of children in standard kindergartens, which was encouraged by the adoption of the Act Regulating the Integrated Early Treatment of Preschool Children with Special Needs (ZOPOPP, OJ RS, 41/17) that became effective on 1 January 2019. The theoretical part of the thesis focuses on early treatment of children and children with special needs, where we define in more detail early development of the child and the possibilities of influencing him/her through early treatment. Groups of children with special needs, their guidance, inclusion in kindergartens, as well as necessary work adjustments for different groups of children with special needs are also identified. In the empirical part we wanted to identify the attitudes towards early treatment of educators and assistant educators, who are employed in the departments of standard kindergartens. We were interested in their views on the usefulness of early treatment, their views on performig early treatment process, their own competence assessment of working with children with disabilities, and how they perceive the work that early treatment brings to the table in accordance with ZOPOPP. 297 educators and assistant educators from all over Slovenia participated in the research. Results of the research showed that educators and assistant educators are medium well aware of ZOPOPP and that their work within early treatment in accordance with ZOPOPP did not change essentially. We came to conclusion that educators and assistant educators in general have positive attitudes to early treatment, but there were found some statistical important differences within different status by profession, working length and the number of previously treated children with special needs. We attribute the differences to different levels of education, different levels of autonomy and to experience in working with children with special needs. zgodnja obravnava otroci s posebnimi potrebami inkluzija vzgojitelji in pomočniki vzgojiteljev redni oddelki vrtca early treatment children with special needs inclusion educators and assistant educators standard kindergarten true true false [M. Žunko] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2020-01-29 14:47:15 2020-02-27 16:20:24 2022-08-09 11:43:57 2020-02-28 03:11:03 2020 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2:376-053.2(043.2)(043.2) 25140488 URN:SI:UM:DK:OMHXBWWS MAG_Zunko_Monika_2020.pdf MAG_Zunko_Monika_2020.pdf 1 9CA1F4C77283F45CFDCE02D45C099CA3 cf620812e904da925df2c800813f2239c37004f37d1f2b592203cbdfced2c727 3571a97f-7c11-11eb-bb7a-00155d0001ca 20.500.12556/dkum/56570f08-60fd-4dc1-afb9-655cff83d718 https://dk.um.si/Dokument.php?lang=slv&id=140487 Filozofska fakulteta 0 0 0