Kontekstualni i integrativni pristup u obrazovanju dece sa posebnim potrebama – izazovi škole u prirodi

Abstract

Uvo�����enjem dece sa posebnim potrebama u redovan sistem školovanja, otvaraju se novi horizonti u radu primenom raznovrsnih strategija, ali istovremeno se otvaraju i nova pitanja na koja treba odgovoriti u pedagoškoj teoriji i praksi. Broj studija koje se bave iskustvom u radu sa decom sa posebnim potrebama u različitim ambijentima, kao i uticajem konteksta na njihov saznajni proces, ponašanje, stavove i vrednosti, još uvek je nedovoljan. Raznovrsni ambijenti i priroda postaju sve zanimljiviji vaspitno-obrazovni fenomen. Povratak prirodi i korišćenje što više resursa u nastavi iz objektivne stvarnosti, izlazak iz učionica i neposredno učešće u svakodnenom životu, razvijanje komunikacije, interakcije i socijalnih veština me�����u decom postaju priroiteti savremenog obrazovanja. U radu, deskriptivnom metodom analiziramo iskustva do kojih smo došli realizacijom projekta Škola u Prirodi (Constance Green Foundation iz V. Britanije, Registered Charity No.270775). Cilj projekta je da se u radu sa decom sa posebnim potrebama (gluva i nagluva deca), u specifičnom ambijentu prikažu izvanredne mogućnosti za individualizaciju i diferencijaciju nastavnog rada, kao i povezivanja školskih i vanškolskih iskustava i primene znanja u različitim kontekstima. Upotrebom raznovrsnih istraživačkih metoda i grupnog rada, fleksibilnijom organizacijom i trajanjem aktivnosti podstiče se kognitivni, afektivni i psihomotorni razvoj dece. Rad, zajedno sa filmom, svakako predstavlja uvod u dalje i šire bavljenje kao i istraživanje oblika i pristupa u obrazovanju i vaspitanju dece sa i bez posebnih potreba.

With the development of inclusive society and the introduction of inclusion in education and inclusion of children with special needs in the regular educational system, new horizons are opened with the possibility to apply various strategies in one’s work, but at the same time, new questions are posed that need to be answered about applicable solutions in pedagogical practice. The number of studies exploring experience in practice with children with special needs in different environments, and the influence of the context on their process of knowledge acquisition, behaviour, attitude and values is still insufficient. Various environments and nature are becoming increasingly interesting educational phenomena. The return to nature and the use of as many resources from the objective reality in teaching as possible, going out of the classroom, and hands-on experience in everyday life, development of communication, interaction and social skills among children are becoming priorities of contemporary education. In this paper, with the use of the descriptive method, the experiences gained in the realization of the project “Nature School” (Constance Green Foundation from Great Britain, Registered Charity No.270775) are analyzed. The aim of this project is to present outstanding possibilities for the individualization and differentiation of teaching practice, integration of in- an out-ofschool experiences and the application of knowledge in different contexts, in practice with children with special needs (deaf and hard of hearing) in specific environments. Using various research methods and group work, flexible organization and length of activities, a cognitive, affective and psycho-motor development of the children is abetted. The study along with the film certainly presents an introduction to further and broader exploration of forms of and approaches in education of children with and without special needs.