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Title:POČUTJE IN VKLJUČENOST OTROKA Z DOWNOVIM SINDROMOM V REDNEM ODDELKU VRTCA: ŠTUDIJA PRIMERA
Authors:ID Peter, Jasna (Author)
ID Ivanuš-Grmek, Milena (Mentor) More about this mentor... New window
Files:.pdf MAG_Peter_Jasna_2019.pdf (1,13 MB)
MD5: 67027163D3C75D2C5BACAAD91F0A7C9D
PID: 20.500.12556/dkum/60030542-a040-4c1c-83ea-1140e71098f5
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Otrok z Downovim sindromom je v rednem oddelku javnega vrtca vključen v Program za predšolske otroke s prilagojenim izvajanjem in dodatno strokovno pomočjo. V skladu z Zakonom o usmerjanju otrok s posebnimi potrebami (2000, 5. člen) se otroku z Downovim sindromom prilagaja organizacija in način izvajanja programa, zagotavlja pa se mu tudi dodatna strokovna pomoč (v oddelku/izven oddelka, in sicer individualno/skupinsko) ter stalni/začasni spremljevalec (Opara, 2015). V teoretičnem delu magistrske naloge predstavljamo: otroke s posebnimi potrebami (posebno pozornost namenjamo skupini otrok z Downovim sindromom), izvajanje predšolske vzgoje v javnih vrtcih, pokazatelja kakovosti vzgoje in izobraževanja (dobro počutje in vključenost), Ocenjevalni lestvici vključenosti in dobrega počutja za predšolske otroke (Laevers, 2005 in Marjanovič Umek, Fekonja in Bajc, 2005) ter dejavnike, ki po našem mnenju vplivajo na raven vključenosti in dobrega počutja predšolskih otrok v rednih oddelkih javnega vrtca. V empiričnem delu magistrske naloge prikazujemo kvalitativno raziskavo, ki temelji na študiji primera otroka z Downovim sindromom v rednem oddelku javnega vrtca. S pomočjo Ocenjevalne lestvice vključenosti in dobrega počutja (Marjanovič Umek, Fekonja in Bajc, 2005) ter s pomočjo intervjuvanja vzgojiteljice, izvajalke dodatne strokovne pomoči in svetovalne storitve ter spremljevalke otroka z Downovim sindromom smo pridobili podatke, ki so nam omogočili prikaz in razlago rezultatov opravljene raziskave. Ugotovili smo, da otrok z Downovim sindromom ob podpori vrtca, dodatni strokovni pomoči, prilagoditvah ter stalni spremljevalki izkazuje različne ravni vključenosti in dobrega počutja pri dejavnostih, ki se izvajajo v vrtcu, prav tako smo ugotovili, da se njegova raven funkcioniranja razlikuje po področjih (fina in groba motorika, intelektualne sposobnosti, komunikacija, organizacijske oblike, samostojnost, zaznavanje). Na podlagi teh ugotovitev lahko sklepamo, da vrtec otroku z Downovim sindromom zagotavlja ustrezno strokovno pomoč, podporo in prilagoditve ter mu tako omogoča optimalni razvoj in učenje v okviru njegovih zmožnosti.
Keywords:otroci s posebnimi potrebami, Downov sindrom, študija primera, vzgoja in izobraževanje otrok s posebnimi potrebami, javni vrtec, dejavniki, ki vplivajo na dobro počutje in vključenost otrok.
Place of publishing:Maribor
Publisher:[J. Peter]
Year of publishing:2019
PID:20.500.12556/DKUM-73197 New window
UDC:373.2:376(043.2)
COBISS.SI-ID:24487432 New window
NUK URN:URN:SI:UM:DK:0KEYIOA3
Publication date in DKUM:15.04.2019
Views:1792
Downloads:294
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:04.03.2019

Secondary language

Language:English
Title:FELLING AND INVOLVEMENT OF A CHILD WITH DOWN SYNDROM IN A REGULAR KINDERGARTEN: STUDY OF A CASE
Abstract:A child with Down syndrome is included in the regular department of public kindergarten in the Program for pre-school children with adapted implementation and extra professional help. According to the Act on the guidance of children with special needs (2000, article 5), the organization and the way of implementing the program is adapted to the child with Down syndrome and also extra professional assistance (in the department / outside of the department, individual / in group) and a permanent / temporary companion are provided (Opara, 2015). In the theoretical part of the master's thesis we present: children with special needs (special attention is devoted to a group of children with Down's syndrome), implementation of pre-school education in public kindergartens, indicators of quality of education (well-being and involvement), assessment scale of inclusion and well-being for pre-school children (Laevers, 2005 and Marjanovič Umek, Fekonja and Bajc, 2005) and the factors that in our opinion influence the level of involvement and well-being of pre-school children in regular sections of the public kindergarten. In the empirical part of the master's thesis we present a qualitative research based on a case study of a child with Down's syndrome in the regular department of the public kindergarten. With the help of the Assessment scale of inclusion and well-being (Marjanovič Umek, Fekonja and Bajc, 2005) and through interviewing the educator in kindergarten, the provider of extra professional help and counseling and the companion of the child with Down syndrome, we obtained data that enabled us to demonstrate and explain the results of the performed research. We have found that the child with Down syndrome with the support of the kindergarten, extra professional help, adjustments and a permanent companion shows different levels of inclusion and well-being in the activities carried out in the kindergarten and we have also discovered that its level of functioning varies by areas (fine motor skills, tough motor skills, intellectual abilities, communication, organizational forms, independence, perception). On the basis of these findings we can conclude that kindergarten provides appropriate care, support and adaptation to the child with Down's syndrome, thus enabling him to develop and learn as much as possible within his abilities.
Keywords:Keywords: children with special needs, Down syndrome, case study, care and education of children with special needs, public kindergarten, factors affecting the well-being and inclusion of children.


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