Abstract
In this paper, preparing children with disabilities for school starts from a multidimensional and complex process that lasts much longer than formal preparation, which, according to legal regulations, lasts one year. This process requires a personalized approach to a child with a developmental disability, which is based on the child's current level of development and achievement, not developmental norms for a specific calendar age. It starts with the child's current abilities and by expanding and upgrading it`s knowledge, skills and habits. The aim of this paper is to determine the specifics of preparing children with disabilities to attend school in mainstream kindergarten from the perspective of the pre-school teacher. For the purpose of the research, a questionnaire was designed to assess the pre-school teachers` observations about preparing children with disabilities for school. The results of the research show that, from the teachers` perspective, preparing children with developmental disabilities to attend school carries a number of specifics that require a thorough plan and program of activities. This plan is based on (a) personalized approach to the child, individualization or implementation of IEP, (b) teamwork in pre-school and (v) additional support for children, parents and educators, implemented by law specialists in speech and speech therapists. A significant role in the identified factors for preparing children with developmental disabilities for school is played by peers of typical development.
Keywords
Array
Array
Array
Array
References
Andrejević, D. (2005). Rana intervencija u Evropi. Beograd: Zadužbina Andrejević.
Bernheimer, L.P., Gallimore, R., & Weisner, T.S. (1990). Ecocultural Theory as a Context for the Individual Family Service Plan. Journal of Early Intervention, 14(3), 219-233. https://doi.org/10.1177/105381519001400304
Borić, S., & Tomić, R. (2012). Stavovi nastavnika osnovnih škola o inkluziji. Metodički obzori, 7(3), 75-86. https://doi.org/10.32728/mo.07.3.2012.07
Bronfenbrenner, U. (1997). Ekologija ljudskog razvoja: prirodni i dizajnirani eksperimenti. Beograd: Zavod za udžbenike i nastavna sredstva
Carlson, E., Daley, T., Bitterman, A., Heinzen, H., Keller, B., Markowitz, J., & Riley, J. (2009). Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study. Wave 3 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS). NCSER 2009–3016. National Center for Special Education Research. https://ies.ed.gov/ncser/pdf/20093016.pdf
Churchill, S.L. (2003). Goodness-of-Fit in Early Childhood Settings. Early Childhood Education Journal, 31(2), 113-118. https://doi.org/10.1023/b:ecej.0000005310.82353.bf
Cvijetić, M. (2016). Značaj rane intervencije u tretmanu teškoća u intelektualnom razvoju. Beogradska defektološka škola, 22 (2), 61-78.
Cvijetić, M. (2016b). Specifičnosti procesa tranzicije u školu dece sa teškoćama u razvoju. Zbornik radova Visoke škole strukovnih studija za obrazovanje vaspitača, 9 (1), 53-65.
Cvijetić, N. (2015). Profesionalne uloge i saradnja vaspitača i defektologa u inkluzivnom sistemu predškolskog vaspitanja i obrazovanja. U: T. Grujić (Ur.), Tematski zbornik: Кompetencije vaspitača za društvo znanja (str. 179-186). Кikinda: Visoka škola strukovnih studija za obrazovanje vaspitača
Cvjetićanin, S., & Anđić, B. (2018). Teacher's Opirion abour the Implementation of Inclusive education in Teaching Integrated Natural Sciences. TEME, https://doi.org/10.22190/teme1704999c
Daley, T.C., Munk, T., & Carlson, E. (2011). A national study of kindergarten transition practices for children with disabilities. Early Childhood Research Quarterly, 26(4), 409-419. https://doi.org/10.1016/j.ecresq.2010.11.001
Daniels, E. & Stafford K. (2001). Integracija dece sa posebnim potrebama. Beograd: Centar za interaktivnu pedagogiju
Dockett, S., & Perry, B. (2004). Starting School: Perspectives of Australian Children, Parents and Educators. Journal of Early Childhood Research, 2(2), 171-189. https://doi.org/10.1177/1476718x04042976
Glumbić, N., Brojčin i Đorđević, M (2013). Rana intervencija kod dece s poremećajima autističkog spectra. Specijalna edukacija i rehabilitacija, 12 (1), 103-118. https://doi.org/10.5937/specedreh12-3563
Hrnjica, S., Marković, S., Lazor, M., Gačić-Bradič, D. i Došen, Lj. (2010). Škola na kvadrat – model povezivanja specijalnih i redovnih škola. Beograd: Save the Children
Hundert, J., Mahoney, W.J., & Hopkins, B. (1993). The Relationship Between the Peer Interaction of Children with Disabilities in Integrated Preschools and Resource and Classroom Teacher Behaviors. Topics in Early Childhood Special Education, 13(3), 328-343. https://doi.org/10.1177/027112149301300309
Hunt, P., Soto, G., Maier, J., Liboiron, N., & Bae, S. (2004). Collaborative Teaming to Support Preschoolers With Severe Disabilities Who Are Placed in General Education Early Childhood Programs. Topics in Early Childhood Special Education, 24(3), 123-142. https://doi.org/10.1177/02711214040240030101
Eisenberg, N., Fabes, R. A. & Spinrad, T. L. (2006). Prosocial behavior. In N. Eisenberg, W. Damon & R. M. Lerner (Ed.), Handbook of child psychology: Social, emotional, and personality development (pp. 646-718). New York: Wiley.
Ilić, I. i Ćetković, D. (2016). Vrtić kao konstrukt inkluzije – mogućnosti muzičkih aktivnosti. Norma, 21 (2), 325-333.
Janus, M., Lefort, J., Cameron, R., & Kopechanski, L. (2007). Starting Kindergarten: Transition Issues for Children with Special Needs. Canadian Journal of Education / Revue canadienne de l'éducation, 30(3), https://doi.org/10.2307/20466656
Jelić, M., Stojković, I., & Markov, Z. (2018). Saradnja predškolske ustanove i roditelja iz ugla vaspitača. Specijalna edukacija i rehabilitacija, 17(3), 165-187. https://doi.org/10.5937/specedreh17-16592
Jelić, M. & Čolić, G. (2016). Students’ characteristics and their social competence. In S. Nikolić, R. Nikić & V. Ilanković (Eds.), Early Intervention in Special Education and Rehabilitation (pp. 615-636). Beograd: University of Belgrade – Faculty of Special Education and Rehabilitation
Kemp, C., & Carter, M. (2005). Identifying skills for promoting successful inclusion in kindergarten. Journal of Intellectual and Developmental Disability, 30(1), 31-44. https://doi.org/10.1080/13668250500033110
LaRocque, M., Kleiman, I., & Darling, S.M. (2011). Parental Involvement: The Missing Link in School Achievement. Preventing School Failure: Alternative Education for Children and Youth, 55(3), 115-122. https://doi.org/10.1080/10459880903472876
Lazor, M., Marković, S. i Nikolić, S. (2008). Priručnik za rad sa decom sa smetnjama u razvoju. Novi Sad: Novosadski humanitarni centar
LoCasale-Crouch, J., Mashburn, A.J., Downer, J.T., & Pianta, R.C. (2008). Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten. Early Childhood Research Quarterly, 23(1), 124-139. https://doi.org/10.1016/j.ecresq.2007.06.001
Klemenović, J. (2009). Saradnja predškolske ustanove i porodice u pripremi dece za polazak u školu. Pedagoška stvarnost, 55 (3–4), 398–411.
Кojić, M., Markov, Z., Samardžić, B. (2012). Kompetencije vaspitača sa gledišta individualnog obrazovnog plana u kontekstu inkluzije. Zbornik radova Visoke škole strukovnih studija za obrazovanje vaspitača, 7 (2), 28-42.
Krstić, K., & Zuković, S. (2017). Tranzicija u školu: značaj partnerstva porodice i vaspitno-obrazovnih institucija. Nastava i vaspitanje, 66(1), 143-156. https://doi.org/10.5937/nasvas1701143k
Majstorović, V. (2015) Priprema dece sa tešoćama u razvoju za polazak u školu. Zbornik radova Visoke škole strukovnih studija za obrazovanje vaspitača, 10 (2), 85-99.
Majstorović, V. i Markov, Z. (2016). Vršnjačka podrška djetetu s intelektualnom ometenošću na aktivnostima likovnog vaspitanja u redovnom vrtiću. Vaspitanje i obrazovanje : časopis za pedagošku teoriju i praksu, 41(4), 95-110.
Margetts, K. (1999). Transition to School: Looking Forward. Proceedings of the Australian Early Childhood Association Biennial Conference. Darwin, 14-17 07. 1999. Retrieved December 2, 2018 from the World Wide Web https://extranet.education.unimelb.edu.au/LED/tec/pdf/margetts1.pdf
Markov, Z., Stepanov, M. i Jelić, M. (2016). Percepcija vaspitača o saradnji i partnerstvu sa porodicama dece sa razvojnim smetnjama. Zbornik radova Visoke škole strukovnih studija za obrazovanje vaspitača, 11 (2), 124-140.
Markov, Z., Jelić, M. (2017). Mišljenja i iskustva vaspitača o primeni inkluzivnog vaspitno-obrazovnog rada u praksi. U: S. Radosavljević (Ur.), Zbornik - Istraživački pristup vaspitnoj praksi (str.8-14), Smederevo: Newpres
McIntyre, L.L., Eckert, T.L., Fiese, B.H., DiGennaro, R.F.D., & Wildenger, L.K. (2010). Family Concerns Surrounding Kindergarten Transition: A Comparison of Students in Special and General Education. Early Childhood Education Journal, 38(4), 259-263. https://doi.org/10.1007/s10643-010-0416-y
Milivojević, M. i Sretenović, I. (2014). Individualizovan način rada s učenicima sa smetnjama u učenju. Nastava i vaspitanje, 63 (2), 275-286.
Odović i Dobrota Milanović (2019). Tranziciono planiranje za učenike sa smetnjama u razvoju. U:V. Žunić Pavlović, A. Grbović i V. Radovanović (Ur.) Zbornik radova 10. međunarodni naučni skup Specijalna edukacija i rehabilitacija danas, Beograd, 25 - 26. oktobar 2019. godine ( str.65-71), Beograd: Fakultet za specijalnu edukaciju i rehabilitaciju
Quintero, N., & McIntyre, L.L. (2011). Kindergarten Transition Preparation: A Comparison of Teacher and Parent Practices for Children with Autism and Other Developmental Disabilities. Early Childhood Education Journal, 38(6), 411-420. https://doi.org/10.1007/s10643-010-0427-8
Rajović, R. (2010). NTC sistem učenja : metodički priručnik za vaspitače. Vršac: Visoka škola strukovnih studija za obrazovanje vaspitača "Mihailo Palov"
Rous, B., Hallam, R., Harbin, G., McCormick, K., & Jung, L.A. (2007). The Transition Process for Young Children With Disabilities. Infants and Young Children, 20(2), 135-148. https://doi.org/10.1097/01.iyc.0000264481.27947.5f
Rous, B., Teeters, M.C., & Buras, S.S. (2007). Strategies for Supporting Transitions of Young Children with Special Needs and Their Families. Journal of Early Intervention, 30(1), 1-18. https://doi.org/10.1177/105381510703000102
Rous, B.S., & Hallam, R.A. (2012). Transition Services for Young Children With Disabilities Research and Future Directions. Topics in Early Childhood Special Education, 31(4), 232-240. https://doi.org/10.1177/0271121411428087
Pravilnik o osnovama programa predškolskog vaspitanja i obrazovanja. (2018) “Službeni glasnik RS”, br. 16/18.
Pravilnik o bližim uputstvima za utvrđivanje prava na individualni obrazovni plan, njegovu primenu i vrednovanje. (2018) “Službeni glasnik RS”, br. 27/18.
Pravilnik o dodatnoj obrazovnoj, zdravstvenoj i socijalnoj podršci detetu i učeniku. (2018) “Sl. glasnik RS. br. 80/2018.
Pravilnik o standardima kvaliteta rada ustanove (2012). Službeni glasnik RS, br. 68/12.
Pravilnikom o stalnom stručnom usavršavanju i napredovanju zvanja nastavnika, vaspitača i stručnih saradnika. (2017). Službeni glasnik RS“, br. 81/17.
Rajić, M. i Mihić, I. (2017). Doživljaj kompetentnosti i motivacija vaspitača za rad sa decom sa smetnjama u razvoju. Godišnjak Filozofskog fakulteta u Novom Sadu, 42 (2), 339-359. https://doi.org/10.19090/gff.2017.2.339-359.
Ramey, C.T., & Ramey, S.L. (1998). Early intervention and early experience. American Psychologist, 53(2), 109-120. https://doi.org/10.1037/0003-066x.53.2.109
Sakač, M., Marić, M. (2016). Dimenzije kvaliteta inkluzivnog rada vaspitača. Beogradska defektološka škola, 22 (2), 93-109.
Schulting, A.B., Malone, P.S., & Dodge, K.A. (2005). The Effect of School-Based Kindergarten Transition Policies and Practices on Child Academic Outcomes. Developmental Psychology, 41(6), 860-871. https://doi.org/10.1037/0012-1649.41.6.860
Sheridan, S.M., Edwards, C.P., Marvin, C.A., & Knoche, L.L. (2009). Professional Development in Early Childhood Programs: Process Issues and Research Needs. Early Education and Development, 20(3), 377-401. https://doi.org/10.1080/10409280802582795
Sretenov, D. (2008). Kreiranje inkluzivnog vrtića : deca ometena u razvoju u redovnoj predškolskoj ustanovi. Beograd: Centar za primenjenu psihologiju
Stanisavljević-Petrović, Z. i Stančić, M. (2010) Stavovi i iskustva vaspitača o radu sa decom sa posebnim potrebama. Pedagogija, 65(3), 451-461.
Stančić, M. i Stanisavljević Petrović, Z. (2013). Mišljenje vaspitača o koristima od inkluzije i načinima njenog ostvarivanja, Specijalna edukacija i rehabilitacija, 12(3), 323-369.
Stojković, I., Markov, Z. Jelić, M. (2017). Korelati opažanja saradnje između roditelja i vaspitača u predškolskim ustanovama. U: M.Stanić, N.Tadić, T.Nikolić Maksić (Ur.), Zbornik radova; Vaspitanje danas, (str.127-133). Beograd: Filozofski fakultet Univerziteta u Beogradu
Spasenović, V. i Matović, N. (2016). Kako nastavnici procenjuju vlastitu pripremljenost za rad sa decom sa smetnjama u razvoju. U: Pavlović Babić, D. i Jovanović, O. (Ur.), zbornik radova: Dijalozi u obrazovanju 2016, (str. 69-76). Beograd: Društvo istraživača u obrazovanju u Srbiji
Stručno uputstvo o načinu pružanja dodatne podrške u obrazovanju (2012) dostupno na: http://www.svetisava.edu.rs/index.php/15-vesti/224-strucno-uputstvo-o-nacinu-pruzanja-dodatne-podrske-u-obrazovanjupdf. Očitano: 25.marta 2018.g.
Tzvetkova-Arsova, M. (2011). Development of an individualized educational plan (IEP) for visually impaired multiply disabled students in Bulgaria and the basic areas covered in it. Specijalna edukacija i rehabilitacija, 10 (1), 51-75.
Villeneuve, M., Chatenoud, C., Minnes, P., Perry, A., Hutchinson, N., Frankel, E.B., Loh, A., Dionne, C., Weiss, J., Versnel, J. & Issacs,B. (2013). The Experience of Parents as Their Children with Developmental Disabilities Transition from Early Intervention to Kindergarten. Canadian Journal of Education, 36 (1), 443.
Vujačić, M., Lazarević, E. i Đević, R. (2015). Inkluzivno obrazovanje: od zakonske regulative do praktične realizacije. Teme, 39 (1), 231-247.
Zuković, S., & Milošević, T. (2019). Značaj osnaživanja i aktivnog uključivanja porodice tokom tranzicije deteta u školu. Inovacije u nastavi, 32(1), 53-63. https://doi.org/10.5937/inovacije1901053z
Autori koji objavljuju u ovom časopisu pristaju na sledeće uslove:
- Autori zadržavaju autorska prava i pružaju časopisu pravo prvog objavljivanja rada i licenciraju ga "Creative Commons Attribution licencom" koja omogućava drugima da dele rad, uz uslov navođenja autorstva i izvornog objavljivanja u ovom časopisu.
- Autori mogu izraditi zasebne, ugovorne aranžmane za neekskluzivnu distribuciju članka objavljenog u časopisu (npr. postavljanje u institucionalni repozitorijum ili objavljivanje u knjizi), uz navođenje da je članak izvorno objavljen u ovom časopisu.
- Autorima je dozvoljeno i podstiču se da postave objavljeni članak onlajn (npr. u institucionalni repozitorijum ili na svoju internet stranicu) pre ili tokom postupka prijave rukopisa, s obzirom da takav postupak može voditi produktivnoj razmeni ideja i ranijoj i većoj citiranosti objavljenog članka (Vidi Efekti otvorenog pristupa).