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Title:Sodelovanje med starši, specialnim pedagogom in vzgojitelji v vrtcu
Authors:Ernecl, Tea (Author)
Globačnik, Bojana (Mentor) More about this mentor... New window
Files:.pdf MAG_Ernecl_Tea_2018.pdf (1,50 MB)
 
Language:Slovenian
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V teoretičnem delu zaključnega dela smo razčlenili podskupine otrok s posebnimi potrebami ter jih podrobneje opisali. Osredotočili smo se na razlike med inkluzijo in integracijo ter pojasnili, kakšne so ovire za inkluzijo v vrtcih in šolah ter kakšni bi morali biti pogoji, da bi bila inkluzija kar najbolj uspešna. Predvsem nas zanima, kako poteka sodelovanje strokovne skupine v vrtcu in kakšne so naloge vzgojitelja ter specialnega pedagoga kot tudi vloga in sodelovanje staršev. V empiričnem delu smo raziskali, kako poteka sodelovanje med vzgojitelji, starši in specialnimi pedagogi glede na to, ali njihov otrok obiskuje redni ali razvojni vrtec. Naš namen je bil raziskati, v katerem vrtcu anketiranci bolje sodelujejo in kako ocenjujejo prostorske pogoje. Rezultati so pokazali, da obstajajo razlike med sodelovanjem staršev, vzgojiteljev in specialnih pedagogov glede na vrtec. Prav tako opazimo razliko pri ocenjevanju prostorskih pogojev glede na posamezni vrtec.
Keywords:Otroci s posebnimi potrebami, inkluzija, integracija, sodelovanje, prostorski pogoji
Year of publishing:2018
Publisher:[T. Ernecl]
Source:Maribor
UDC:376(043.2)
COBISS_ID:24335112 Link is opened in a new window
NUK URN:URN:SI:UM:DK:WLNLBZB5
License:CC BY-NC-ND 4.0
This work is available under this license: Creative Commons Attribution Non-Commercial No Derivatives 4.0 International
Views:357
Downloads:95
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Categories:PEF
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Secondary language

Language:English
Title:Cooperation between parents, special needs teacher, and pre-school teachers
Abstract:In the theoretical part of this final project we broke down the subgroups of children with special needs and described them in more detail. We focused on the differences between inclusion and integration, explained the obstacles to inclusion in nurseries and schools, as well as described the conditions required for the most effective inclusion. We were particularly interested by the cooperation of an expert group in nurseries, the tasks of childcare workers and special needs teachers, as well as the role and cooperation of parents. In the empirical part, we explored the cooperation between childcare workers, parents, and special needs teachers depending on whether the child attends a regular or a special needs nursery. Our aim was to identify the nurseries with higher levels of respondent participation and explore how they assess the spatial conditions. The results show that there are differences between the participation of parents, childcare workers and special needs teachers in relation to the chosen nursery. We also noticed a difference in the assessment of spatial conditions with regard to the nursery.
Keywords:children with special needs, inclusion, integration, participation, spatial conditions


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