Novi postupci ranog otkrivanja razvojnih problema i problema ponašanja kod dece

Abstract

Pravovremeno otkrivanje dece sa smetnjama, rana identifikacija osnovnih i pratećih razvojnih problema, adekvatan sistem podrške u inkluzivnim grupama, praćeno je nizom slabosti, što se pre svega ogleda kroz nedostatak odgovarajućih instrumenata, koji bi bili u funkciji identifikacije potreba i planiranja podrške. Prema procenama Američke asocijacije pedijatara, ukupna učestalost osoba sa smetnjama i poremećajima, na uzrastu od 0 do 21 godine iznosi izme�����u 16% i 18% . U izveštaju kanadske komisije za emocionalne poremećaje i probleme u učenju kod dece (Commision on Emotional and Learning Disorders in Children) iz 1970. godine, navode se podaci istraživanja incidence dece sa posebnim edukativnim potrebama iz više zemalja: u Kanadi ona je iznosila oko 16%, u Velikoj Britaniji 14%, u Francuskoj 12-14%, u Sjedinjenim Državama 10-15%. Uz procenu da tek oko 2.5% ove populacije jeste nedovoljno mentalno razvijeno, ovo sugeriše da oko 12% populacije u redovnoj osnovnoj školi ima razvojno determinisana ograničenja učenja i sazrevanja. U ovom radu će biti opisan instrument „Parents' Evaluation of Developmental Status“ (PEDS). PEDS (roditeljska evaluacija razvojnog statusa detata) je precizna i jedna od najbržih metoda za ranu detekciju dece sa smetnjama i poremećajima. Sa deset kratkih pitanja upućenih roditeljima, PEDS pomaže profesionalcima da identifikuju decu pod rizikom za školske probleme i one sa nedetektovanim razvojnim ili bihejvioralnim teškoćama/oštećenjima. PEDS predstavlja metod detektovanja i adresiranja razvojnih i bihejvioralnih problema kod dece. Uključuje procenu svih razvojnih domena, poseduje formu longitudinalnog praćenja postignuća, nadzora i aktivnosti koje se sprovode. Na osnovu uvida u statistiku Zavoda za javno zdravlje Republike Srbije možemo zaključiti da se na vreme „otkriju“ samo deca koja imaju upadljivu teškoću u funkcionisanju ili ona koja imaju izražene poremećaje. Samo ta deca se upućuju na program rane intervencije i kategorizaciju, čime ulaze u statističke izveštaje. Sistem podrške se u ovom slučaju, bazira na medicinskim procedurama, čiji je cilj rehabilitacija u užem smislu, dok su ostali segmenti, a posebno vaspitno-obrazovna podrška i prilago�����avanja sredine detetu, gotovo apsolutno zapostavljeni.

Early detection of children with disabilities, early identification of basic and accompanying development problems, an adequate system of support in inclusive groups, is followed by various problems, primarily reflected in the lack of appropriate instruments that would identify needs and plan support. According to the American Association of Pediatrics estimates, the total percentage of people with disabilities and disorders, at the age of 0 to 21 is between 16% and 18%. A report by the Canadian Commission on Emotional and Learning Disorders in Children dating from 1970, states that, according to survey data, the incidence of children with special educational needs from several countries is the following: about 16% in Canada, 14% in UK, 12-14% in France, 10-15% in USA. With the estimate that only about 2.5% of the population is not sufficiently developed mentally, this suggests that about 12% of the population in regular primary schools has limitations of learning development and maturation. (Krstic 2002) This paper will describe the instrument, "Parents' Evaluation of Developmental Status" (PEDS), (FP Glascoe, Robertshaw NS, 2007). PEDS is a method for detecting and addressing developmental and behavioral problems in children. It is one of the most accurate and fastest methods to do so. With ten short questions addressed to parents, PEDS helps professionals to identify children at risk and those with developmental or behavioral difficulties/impairments. It includes assessment of all development domains, has the form of longitudinal follow-up outcomes, and monitors activities in progress. On the basis of the Statistics Department of Public Health of the Republic of Serbia, it can be concluded that only those children with serious difficulties in functioning, or those with prominent disorders are timely detected (Health and Statistical Yearbook of Serbia 2008). Only these children are enlisted in programs of early intervention and categorization, whereby they are included in statistical reports. In this case the support system, based on medical procedures, is aimed at rehabilitation in the narrow sense, while other segments, especially educational support and adjustment of environment to the child, are almost completely neglected.