ULOGA STRUČNIH SURADNIKA U PLANIRANJU I REALIZIRANJU PROGRAMA ZA DJECU SA SMETNJAMA SPEKTRA AUTIZMA U CRNOJ GORI.
In this paper, we imply the role and influence of expert associates on the development and application of educational programs for children with autism spectrum disorders. The research sought to determine the extent to which professionals know the characteristics of autism, use appropriate methods o...
| Published in: | HUM: Journal of the Faculty of Arts at the University of Mostar Vol. 16; no. 26; pp. 131 - 147 |
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| Format: | Article |
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University of Mostar, Faculty of Arts
2021
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=158536628&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 158536628 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 1840233X HGXD jtl: HUM: Journal of the Faculty of Arts at the University of Mostar issn: 1840233X maglogo: N pubinfo: dt: 2021 vid: 16 iid: 26 pid: 94450 pub: University of Mostar, Faculty of Arts artinfo: ui: 158536628 10.47960/2303-7431.26.2021.131 ppf: 131 ppct: 16 formats: tig: atl: ULOGA STRUČNIH SURADNIKA U PLANIRANJU I REALIZIRANJU PROGRAMA ZA DJECU SA SMETNJAMA SPEKTRA AUTIZMA U CRNOJ GORI. aug: au: MILIĆ, TAMARA affil: Ministarstvo prosvjete, nauke, kulture i sporta Crne Gore su: Children with autism spectrum disorders Autistic children Teachers Visual education Autism in children Developmental programs Performance in children Visualization Montenegro sug: subj: Montenegro Children with autism spectrum disorders Autistic children Teachers Visual education Autism in children Developmental programs Performance in children Visualization keyword: children with autism spectrum disorders curriculum inclusive education individual program djeca sa smetnjama spektra autizma individualni program inkluzivno obrazovanje kurikul ab: In this paper, we imply the role and influence of expert associates on the development and application of educational programs for children with autism spectrum disorders. The research sought to determine the extent to which professionals know the characteristics of autism, use appropriate methods of work and on this basis propose developmental and program goals, measures and areas for work and monitoring the achievements of a child with autism. We used the focus group method as a semi-structured instrument conducted by regions. There were a total of 43 respondents: special educators and rehabilitators, psychologists and pedagogues. The paper deals with the fact that school associates work on approaches based on visualization, organization, design, focus, purposefulness, and functionality are applied to children with autism. The basis of the work is the Individual Developmental-Educational Program (IDEP), which sets educational and developmental goals for each child. We found that in Montenegro the level of knowledge among professionals varies in relation to the methods of working with a child with autism spectrum disorders. Speech therapists are somewhat more able to recognize the needs and organize an appropriate approach, special educators are in transition from the paradigm of special to inclusive education, psychologists, pedagogues are not familiar with the characteristics and procedures of working with children with autism spectrum disorders. They identify important development and program goals insufficiently, the focus is on the role of speech therapists and less attention is given to resource experts. Based on the findings it is reccommended that a general framework for autism be developed. Conceptual solutions are oriented towards early learning, primary education and vocational training. Individual program focuses on developmental areas: communication, interaction, behavior, and independence. Then, evaluation indicators should monitor whether the child is being worked with on the basis of adjustments, visual instructions, structure and positive approach, level of communication development... U ovome radu impliciramo ulogu i utjecaj stručnih suradnika na razvoj i primjenu obrazovnih programa za djecu sa smetnjama spektra autizma. Istraživanjem smo htjeli ustvrditi u kojoj mjeri profesionalci poznaju osobine autizma kao smetnje u razvoju, koriste odgovarajuće metode rada i na temelju toga predlažu razvojne i programske ciljeve, mjere i područja za rad i praćenje postignuća djeteta sa smetnjama spektra autizma. Koristili smo metodu fokus-grupe kao polustrukturirani instrument. Fokus-grupe provedene su po regijima. Ukupno je bilo 43 ispitanika: specijalni edukatori i rehabilitatori, psiholozi i pedagozi. Rad govori o tome da stručni suradnici s djecom sa smetnjama spektra autizma primjenjuju pristupe zasnovane na vizualizaciji, organiziranosti, osmišljenosti, usmjerenosti, svrhovitosti i funkcionalnosti. Osnova je rada Individualni razvojno-obrazovni program (IROP) koji za svako dijete postavlja obrazovne i razvojne ciljeve. Rezultati istraživanja pokazali su da u Crnoj Gori među profesionalcima varira stupanj znanja u odnosu na metode rada s djetetom sa smetnjama spektra autizma. Rezultati pokazuju da su logopedi u školama nešto više u stanju prepoznati potrebe i organizirati primjeren pristup, a defektolozi koji dolaze iz resursnih centara su na prijelazu od paradigme specijalnoga k inkluzivnomu obrazovanju, psiholozi, pedagozi ne poznaju karakteristike i postupke rada s djecom sa smetnjama spektra autizma. U nedovoljnu obimu identificiraju važne razvojne i programske ciljeve, fokus je na ulozi logopeda, a manja je orijentiranost na resursne stručnjake. Na osnovi dobivenih rezultata predlaže razvijanje općega okvira rada za djecu sa smetnjama spektra autizma. Konceptualna rješenja orijentirana su na rano učenje, osnovno obrazovanje i profesionalno osposobljavanje. Individualni program usredotočuje se na razvojna područja: komunikacija, interakcija, ponašanje i neovisnost. Rezultati upućuju na preporuke da se u pogledu evaluiranja rada s djecom sa smetnjama spektra autizma ono provodi po postavljenim indikatorima u odnosu na to radi li se s djetetom na osnovi prilagodbe, vizualnih uputa, strukture i pozitivnih pristupa, stupnja razvoja komunikacije.... pubtype: Academic Journal doctype: Article src: R language: Croatian refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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