Do kindergarten teacher need support in realization of inclusive education?
Identifikacija potreba vaspitača za podrškom u realizaciji inkluzivnog vaspitanja i obrazovanja
Abstract
The preschool education is coping with many difficulties during the process of implementation and realization of Individual Education Plans. One of the many reasons for such situation may be low professional training of teacher for creating and implementing Individual Education Plans. The aim of this research was to establish do kindergarten teachers need support in realization of inclusive education. Also, the aim was to establish kind of difficulties during the implementation and realization of Individual Education Plans in preschool institution. The results show that teacher in kindergarten have many problems in identification of child's need, selection and adaptation of activities for children with special need, creating and implementing Individual Education Plans for such a children etc. The results strongly implies the importance of support that special education teacher can give to kindergarten teachers.
Predškolsko inkluzivno vaspitanje i obrazovanje se suočava sa teškoćama u primeni i realizaciji individualnih obrazovnih planova u predškolskim ustanovama. Jedan od razloga je i nedovoljna stručna osposobljenost vaspitača. Ovo istraživanje imalo je za cilj da identifikuje potrebe vaspitača za podrškom u realizaciji inkluzivnog obrazovanja i utvrdi teškoće u primeni i realizaciji individualnih obrazovnih planova u predškolskim ustanovama. Identifikacija potreba vaspitača za podrškom u realizaciji inkluzivnog vaspitanja i obrazovanja, ukazuje na dominirajuće teškoće sa kojima se vaspitači sreću u radu sa decom sa posebnim potrebama, poput uočavanja oblasti neophodne podrške detetu sa posebnim potrebama, odabira aktivnosti i prilagođavanja aktivnosti za dete sa posebnim potrebama, izrade i realizacije individualnih obrazovnih programa, itd., čime se naglašava važnost defektološkog rada u predškolskim ustanovama. PR Projekat Ministarstva nauke Republike Srbije, br. 179025: Kreiranje protok...ola za procenu edukativnih potencijala dece sa smetnjama u razvoju kao kriterijuma za izradu individualnih obrazovnih programa.
Keywords:
children with special needs / inclusion / preschool education / deca sa posebnim potrebama / inkluzija / predškolsko vaspitanje i obrazovanjeSource:
Beogradska defektološka škola, 2012, 2, 359-368Publisher:
- Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
- Društvo defektologa
Funding / projects:
- Designig a protocol for Assessing the Educational potentials of Children with Disabilities as a Criterion for Development of Individual Educational Programs (RS-MESTD-Basic Research (BR or ON)-179025)
Institution/Community
rFASPERTY - JOUR AU - Ilić-Stošović, Danijela AU - Nikolić, Snežana AU - Ilić, Snežana AU - Drčelić, Marica PY - 2012 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/637 AB - The preschool education is coping with many difficulties during the process of implementation and realization of Individual Education Plans. One of the many reasons for such situation may be low professional training of teacher for creating and implementing Individual Education Plans. The aim of this research was to establish do kindergarten teachers need support in realization of inclusive education. Also, the aim was to establish kind of difficulties during the implementation and realization of Individual Education Plans in preschool institution. The results show that teacher in kindergarten have many problems in identification of child's need, selection and adaptation of activities for children with special need, creating and implementing Individual Education Plans for such a children etc. The results strongly implies the importance of support that special education teacher can give to kindergarten teachers. AB - Predškolsko inkluzivno vaspitanje i obrazovanje se suočava sa teškoćama u primeni i realizaciji individualnih obrazovnih planova u predškolskim ustanovama. Jedan od razloga je i nedovoljna stručna osposobljenost vaspitača. Ovo istraživanje imalo je za cilj da identifikuje potrebe vaspitača za podrškom u realizaciji inkluzivnog obrazovanja i utvrdi teškoće u primeni i realizaciji individualnih obrazovnih planova u predškolskim ustanovama. Identifikacija potreba vaspitača za podrškom u realizaciji inkluzivnog vaspitanja i obrazovanja, ukazuje na dominirajuće teškoće sa kojima se vaspitači sreću u radu sa decom sa posebnim potrebama, poput uočavanja oblasti neophodne podrške detetu sa posebnim potrebama, odabira aktivnosti i prilagođavanja aktivnosti za dete sa posebnim potrebama, izrade i realizacije individualnih obrazovnih programa, itd., čime se naglašava važnost defektološkog rada u predškolskim ustanovama. PR Projekat Ministarstva nauke Republike Srbije, br. 179025: Kreiranje protokola za procenu edukativnih potencijala dece sa smetnjama u razvoju kao kriterijuma za izradu individualnih obrazovnih programa. PB - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd PB - Društvo defektologa T2 - Beogradska defektološka škola T1 - Do kindergarten teacher need support in realization of inclusive education? T1 - Identifikacija potreba vaspitača za podrškom u realizaciji inkluzivnog vaspitanja i obrazovanja EP - 368 IS - 2 SP - 359 UR - https://hdl.handle.net/21.15107/rcub_rfasper_637 ER -
@article{ author = "Ilić-Stošović, Danijela and Nikolić, Snežana and Ilić, Snežana and Drčelić, Marica", year = "2012", abstract = "The preschool education is coping with many difficulties during the process of implementation and realization of Individual Education Plans. One of the many reasons for such situation may be low professional training of teacher for creating and implementing Individual Education Plans. The aim of this research was to establish do kindergarten teachers need support in realization of inclusive education. Also, the aim was to establish kind of difficulties during the implementation and realization of Individual Education Plans in preschool institution. The results show that teacher in kindergarten have many problems in identification of child's need, selection and adaptation of activities for children with special need, creating and implementing Individual Education Plans for such a children etc. The results strongly implies the importance of support that special education teacher can give to kindergarten teachers., Predškolsko inkluzivno vaspitanje i obrazovanje se suočava sa teškoćama u primeni i realizaciji individualnih obrazovnih planova u predškolskim ustanovama. Jedan od razloga je i nedovoljna stručna osposobljenost vaspitača. Ovo istraživanje imalo je za cilj da identifikuje potrebe vaspitača za podrškom u realizaciji inkluzivnog obrazovanja i utvrdi teškoće u primeni i realizaciji individualnih obrazovnih planova u predškolskim ustanovama. Identifikacija potreba vaspitača za podrškom u realizaciji inkluzivnog vaspitanja i obrazovanja, ukazuje na dominirajuće teškoće sa kojima se vaspitači sreću u radu sa decom sa posebnim potrebama, poput uočavanja oblasti neophodne podrške detetu sa posebnim potrebama, odabira aktivnosti i prilagođavanja aktivnosti za dete sa posebnim potrebama, izrade i realizacije individualnih obrazovnih programa, itd., čime se naglašava važnost defektološkog rada u predškolskim ustanovama. PR Projekat Ministarstva nauke Republike Srbije, br. 179025: Kreiranje protokola za procenu edukativnih potencijala dece sa smetnjama u razvoju kao kriterijuma za izradu individualnih obrazovnih programa.", publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, Društvo defektologa", journal = "Beogradska defektološka škola", title = "Do kindergarten teacher need support in realization of inclusive education?, Identifikacija potreba vaspitača za podrškom u realizaciji inkluzivnog vaspitanja i obrazovanja", pages = "368-359", number = "2", url = "https://hdl.handle.net/21.15107/rcub_rfasper_637" }
Ilić-Stošović, D., Nikolić, S., Ilić, S.,& Drčelić, M.. (2012). Do kindergarten teacher need support in realization of inclusive education?. in Beogradska defektološka škola Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.(2), 359-368. https://hdl.handle.net/21.15107/rcub_rfasper_637
Ilić-Stošović D, Nikolić S, Ilić S, Drčelić M. Do kindergarten teacher need support in realization of inclusive education?. in Beogradska defektološka škola. 2012;(2):359-368. https://hdl.handle.net/21.15107/rcub_rfasper_637 .
Ilić-Stošović, Danijela, Nikolić, Snežana, Ilić, Snežana, Drčelić, Marica, "Do kindergarten teacher need support in realization of inclusive education?" in Beogradska defektološka škola, no. 2 (2012):359-368, https://hdl.handle.net/21.15107/rcub_rfasper_637 .