Inclusion of children with Down syndrome in early and preschool education
| Autor: | Kenfelja, Nela |
|---|---|
| Přispěvatelé: | Brust Nemet, Maja, Krampač Grljušić, Aleksandra |
| Jazyk: | chorvatština |
| Rok vydání: | 2021 |
| Předmět: |
kompetencije odgojitelja
sindrom Down uključivanje u redoviti sustav ranog i predškolskog odgoja i obrazovanja educator competencies kompetencije odgojitelja sindrom Down DRUŠTVENE ZNANOSTI. Pedagogija. Posebne pedagogije syndrome Down SOCIAL SCIENCES. Pedagogy. Specific Pedagogy uključivanje u redoviti sustav ranog i predškolskog odgoja i obrazovanja inclusion in the regular system of early and preschool education |
| Popis: | Sindrom Down je najčešći genetski poremećaj koji nastaje prilikom stvaranja viška kromosoma u stanicama. Uzrok stvaranja viška kromosoma 21 još nije poznat, iako znanstvenici godinama istražuju odgovor. Sindrom Down se može pojaviti kod bilo kojeg djeteta bez obzira na roditeljsko zdravlje, način života ili ekonomsku situaciju. Te osobe će zaostajati u fizičkom i intelektualnom razvoju. Osobe sa sindromom Down imaju ispodprosječno intelektualno funkcioniranje i teškoće u socijalnoj prilagodbi. S obzirom da djeca sa sindromom Down imaju teškoće u većini razvojnih funkcija, vrlo je važno pružiti podršku djetetu i obitelji ranije intervenirati te omogućiti djetetu da razvije svoje sposobnosti, stvara iskustva i poboljšava socijalne vještine. Ako nije prisutna podrška roditelja te cijele okoline u kojoj dijete odrasta, ono neće biti motivirano za sudjelovanje s okolinom koje mu omogućava razvoj i napredak. U povijesti, djeca sa sindromom Down su se najčešće ignorirala, nije se vodilo računa o njihovim potrebama, nisu bila socijalizirana, već odvojena od društva. Do promjena dolazi u 20. stoljeću kada se djecu sa sindromom Down počelo uključivati u sustav odgoja i obrazovanja. Stavovi današnjeg društva su zasnovani na tezi da svaki čovjek ima jednaka prava i mogućnosti, da je prihvaćen i poštovan kao ljudsko biće, bez obzira na individualne razlike. Bez obzira što je integracija i prihvaćenost djece sa sindromom Down napredovala u odnosu na prošlost, ne možemo ostati na tome te je potrebno stalno osvješćivati društvo i težiti novim spoznajama o napretku djece sa sindromom Down. S time bi se modeli obrazovanja poboljšali i stvorili bolji uvjeti. Cilj ovoga završnog rada jest proučiti u kojoj mjeri su djeca sa sindromom Down uključena u rani i predškolski odgoj i obrazovanje te s kojim se preprekama susreću prilikom integracije i u kojoj mjeri im je omogućen razvoj u ranom i predškolskom odgoju i obrazovanju. Down syndrome is the most common genetic disorder that occurs when excess chromosomes form in cells. The cause of the excess of chromosome 21 is not yet known, although scientists have been researching the answer for years. Down syndrome can occur in any person, regardless of parental health, lifestyle or economic situation. These people will lag behind in physical and mental development. People with Down syndrome have belowaverage intellectual functioning and difficulties in social adjustment. Since children with Down syndrome lag behind in most developmental functions, it is very important to intervene as early as possible and enable the child to develop their abilities, create experiences and improve socialization. If there is no parental support and the whole environment in which the child grows up, he will not be motivated to participate with an environment that allows him to develop and progress. In history, children with Down syndrome were most often ignored, their needs were not taken into account, they were not socialized, but separated from society. Changes occurred in the 20th century when children with Down syndrome began to be included in the education system. The attitudes of today's society are based on the counter that every man has equal rights and opportunities, that he is accepted and respected as a human being, regardless of individual differences. Regardless of the fact that the integration and acceptance of children with Down syndrome has progressed compared to the past, we cannot remain on it; it is necessary to constantly raise awareness of society and strive for new insights into the progress of children with Down syndrome. This would improve education models and make it easier for children to develop and progress. The aim of this final work is to examine the extent to which children with Down syndrome are involved in preschool education, the barriers they face during integration and the extent to which they are enabled to develop in preschool education. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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