Prethodno priopćenje

https://doi.org/10.15291/ai4694

Preschool Teachers Competencies for Implementing of Augmentative and Alternative Communication

Sonja KOVAČEVIĆ orcid.org/0000-0001-6563-1231 ; Filozofski fakultet Sveučilišta u Splitu, Split, Hrvatska
Joško BARBIR orcid.org/0000-0002-7927-1860 ; Filozofski fakultet Sveučilišta u Splitu, Split, Hrvatska
Anita BODROŽIĆ ; Dječji vrtić Cvrčak, Solin, Hrvatska

Sažetak

Increasing awareness of the importance of recognizing the characteristics
of children’s developmental disabilities and the importance of early
intervention in providing appropriate support in a timely manner has
resulted in a better quality of life for children with developmental disabilities.
In the past, children with disabilities were isolated and labeled
because of their differences, and they were the ones who had to adapt
to society. With the progress of science and the awareness of society
about differences, there is an increasing tendency to implement an inclusive
approach and strive to ensure that every individual, regardless
of developmental specifics, has equal rights to maximize the realization
of their own potentials in accordance with their personal capabilities.
Today, a great responsibility is placed on the social environment, which
needs to provide an appropriate level of support so that children with
developmental disabilities can overcome various obstacles that arise
from their developmental specifics, and prevent them from equal and
effective participation in society. If an appropriate communication
channel is found for a child with developmental disabilities, we provide
him with the opportunity to achieve social interactions, learn, gain experience
and ultimately provide his own contribution to society.
The motivation and competence of educators for the application of assisted
communication, an inclusive approach and continuous training
have a significant role in creating optimal conditions and providing
quality and timely assistance and support to a child with developmental
disabilities.
The aim was to explore the opinions of educators on their readiness and competence in working with children with disabilities, skills in applying
assisted communication in everyday activities, and the role of
the professional team and the institution in providing assistance and
support to children with disabilities in order to create optimal inclusive
conditions. The results obtained indicated that educators are aware of
all the difficulties they encounter in practice in implementing quality
inclusion. The most common challenges that preschool teachers face
are: insufficient education in the field of working with children with
disabilities, lack of support from the professional team, the conditions
in which they work (a large number of children) and the like.

Ključne riječi

child with developmental disabilities, inclusion, communication, early developmental support

Hrčak ID:

327945

URI

https://hrcak.srce.hr/327945

Datum izdavanja:

14.2.2025.

Podaci na drugim jezicima: hrvatski

Posjeta: 789 *