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Title:Naloge vzgojitelja pri odkrivanju in usmerjanju predšolskih otrok s posebnimi potrebami
Authors:Trep, Tjaša (Author)
Opara, Božidar (Mentor) More about this mentor... New window
Files:.pdf MAG_Trep_Tjasa_2020.pdf (1,30 MB)
MD5: 37CEEC62228985CC833E8A5CB41CD56D
 
Language:Slovenian
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Pri odkrivanju otrokovih razvojnih odstopanj ima v predšolskem obdobju vzgojitelj pomembno vlogo. Z zgodnjim prepoznavanjem razvojnih odstopanj lahko otroku nudi ustrezne prilagoditve in pomoč, s čimer mu pomaga pri odpravljanju ali zmanjševanju primanjkljajev. V teoretičnem delu smo zato najprej opredelili predšolske otroke s PP ter inkluzijo v predšolskem obdobju. Predstavili smo naloge vzgojitelja pri odkrivanju in usmerjanju, kar zajema odkrivanje razvojnih odstopanj, sodelovanje s svetovalno službo in starši ter pripravo poročila vrtca o otroku. Opredelili smo zgodnjo obravnavo in spremembe v postopku usmerjanja, ki so nastale na podlagi novega Zakona o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami. V empiričnem delu pa smo prikazali raziskavo, ki smo jo izvedli med vzgojitelji na območju Mestne občine Maribor. Podatke smo zbrali s pomočjo anketnega vprašalnika, nato pa jih obdelali s programom SPSS. V raziskavi smo ugotovili, da vzgojitelji večinoma znajo prepoznati razvojna odstopanja otrok in da pri odkrivanju sodelujejo tudi s starši in svetovalno službo. Večina je seznanjena z vsebino poročila vrtca o otroku in zna pripraviti strokovno poročilo. V pripravo vključijo tudi svetovalnega delavca. Izkazalo se je, da tretjina anketiranih vzgojiteljev ni seznanjena z Zakonom o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami in da ne pozna sprememb v postopkih usmerjanja, ki so nastale na podlagi tega zakona. Skoraj polovica jih je seznanjena s tem, da razvojne ambulante že delujejo in z njimi tudi že sodelujejo.
Keywords:otroci s posebnimi potrebami, naloge vzgojitelja, zgodnja obravnava, odkrivanje otrok s posebnimi potrebami, inkluzija
Year of publishing:2020
Publisher:[T. Trep]
Source:Maribor
UDC:373.2:376-053.2(043.2)
COBISS_ID:19695363 New window
NUK URN:URN:SI:UM:DK:OWBQ9TUJ
Views:390
Downloads:133
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
Link:http://creativecommons.org/licenses/by-sa/4.0/
Description:This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.
Licensing start date:05.04.2020

Secondary language

Language:English
Title:Teacher's tasks at discovering and guiding preschool children with special needs
Abstract:Preschool teachers play an important role in recognition of child’s early development deviations in preschool period. By recognising early development deviations, they may offer such child adequate adjustments and help to eliminate or reduce deficits. Preschool children with special needs and inclusion in preschool period are defined in the theoretical part. Furthermore, the thesis introduces teacher’s duties in recognition and guidance which include the recognition of development deviations, collaboration with counselling service and parents, as well as kindergarten’s report preparation about the child. Early treatment and changes in guidance procedure implemented by the new Law of whole and early treatment of preschool children with special needs are defined additionally. The empirical part demonstrates a survey conducted among preschool teachers in the area of City municipality Maribor. The data was gathered by using a questionnaire and processed by the programme SPSS. The survey established that preschool teachers are predominantly able to recognise child’s development deviations, and that they collaborate with parents and with counselling service. Moreover, the majority is familiar with the contents of kindergarten’s child report and can prepare a professional report themselves. They include a counsellor in the preparation process. The results indicate a third of the interviewed preschool teachers not being familiar with the Law of whole and early treatment of preschool children with special needs, and not acquainted with the changes in guidance procedures that were implemented by the foundation of that law. Almost a half of the interviewees are acquainted with the fact of development clinics being operational, and they cooperate with them already.
Keywords:children with special needs, teacher’s duties, early treatment, recognising children with special needs, inclusion


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