Mišljenje studenata i učitelja razredne nastave o uključivanju učenika s autizmom u odgojno - obrazovni sustav

Abstract

Poremećaje iz autističnog spektra karakteriziraju teškoće u verbalnoj i neverbalnoj komunikaciji, socijalnoj interakciji, oštećenje u aktivnosti mašte, neprikladno ponašanje (stereotipne ili ponavljajuće kretnje, inzistiranje na rutini i dr.) te hipo i hiper osjetljivost na senzorske podražaje. Komunikacijske vještine razvijaju se pomoću komunikacijskih strategija, a osim njih potrebno je razviti i ostale adaptivne vještine. Primjerice, vještine oblačenja, hranjenja, odlaska na wc te zapošljavanje i življenje u zajednici. Poučavanje učenika provodi se korištenjem raznih strategija, metoda i pristupa, a najvažniji je vizualni pristup. Potrebna je prilagodba na razini percepcije, govora, spoznaje i zahtjeva te kvalitetan odgojno-obrazovni program primjeren sposobnostima, interesima i potrebama pojedinog učenika. Neki učenici s poremećajem iz spektra autizma pokazuju iznimne sposobnosti u nekom području (glazba, umjetnost, matematika i dr.) pa ih treba pokušati usavršiti na tom području. Spremnost učitelja i studenata za rad s učenicima s poremećajem spektra autizma te njihovo saznanje ispitano je provedbom ankete od 53 tvrdnje na temelju koje su postavljene dvije hipoteze. Rezultati prikazuju da se studenti osjećaju spremnijima za rad s učenicima s poremećajem iz spektra autizma od učitelja, ali imaju slična saznanja o njima.Autism spectrum disorders are characterized by difficulties in verbal and non-verbal communication, social interaction, damage in imaginative activity, inappropriate behavior (stereotyped or repetitive movements, insistence on routine, etc.), and hypo and hyper sensitivity to sensory stimuli. Communication skills are developed through communication strategies, and apart from them other adaptive skills also need to be developed. For example, dressing, feeding, going to bathroom, working and living in the community. Student teaching is done using different strategies, methods and approaches, and the most important is the visual approach. There is a need for adjustment at the level of perception, speech, cognition and demands, and a quality educational program appropriate to the abilities, interests and needs of the individual student. Some disciples with autism spectrum disorder exhibit exceptional abilities in an area (music, art, math, etc.) so they should try to make use of it in the area. The willingness of teachers and students to work with disciples with autism spectrum disorders and their knowledge was examined by survey of 53 claims, based on which two hypotheses were made. The results show that students feel more ready to work with disciples with autism spectrum disorders than teachers, but they have similar insights about them

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Croatian Digital Thesis Repository

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oai:zir.nsk.hr:ufzg_1231Last time updated on 10/17/2019View original full text link

This paper was published in Croatian Digital Thesis Repository.

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