Tranzicija djeteta s autizmom u osnovnu školu

Jažić, Tea

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master's thesis

Tranzicija djeteta s autizmom u osnovnu školu

Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2022. urn:nbn:hr:158:745512

Jažić, Tea

University of Zagreb
Faculty of Education and Rehabilitation Sciences

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APA 6th Edition

Jažić, T. (2022). Tranzicija djeteta s autizmom u osnovnu školu (Master's thesis). Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:158:745512

MLA 8th Edition

Jažić, Tea. "Tranzicija djeteta s autizmom u osnovnu školu." Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2022. https://urn.nsk.hr/urn:nbn:hr:158:745512

Chicago 17th Edition

Jažić, Tea. "Tranzicija djeteta s autizmom u osnovnu školu." Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2022. https://urn.nsk.hr/urn:nbn:hr:158:745512

Harvard

Jažić, T. (2022). 'Tranzicija djeteta s autizmom u osnovnu školu', Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, accessed 26 December 2024, https://urn.nsk.hr/urn:nbn:hr:158:745512

Vancouver

Jažić T. Tranzicija djeteta s autizmom u osnovnu školu [Master's thesis]. Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences; 2022 [cited 2024 December 26] Available at: https://urn.nsk.hr/urn:nbn:hr:158:745512

IEEE

T. Jažić, "Tranzicija djeteta s autizmom u osnovnu školu", Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, Zagreb, 2022. Available at: https://urn.nsk.hr/urn:nbn:hr:158:745512

Cite this item: https://urn.nsk.hr/urn:nbn:hr:158:745512

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Metadata

Title	Tranzicija djeteta s autizmom u osnovnu školu
Title (english)	Transition to school for a child wih autism
Author	Tea Jažić
Mentor	Jasmina Stošić (mentor)
Committee member	Jasmina Stošić (predsjednik povjerenstva)
Committee member	Damir Miholić (član povjerenstva)
Committee member	Natalija Lisak Šegota (član povjerenstva)
Granter	University of Zagreb Faculty of Education and Rehabilitation Sciences Zagreb
Defense date and country	2022-07-11, Croatia
Scientific / art field, discipline and subdiscipline	SOCIAL SCIENCES Education/Rehabilitation Sciences
Abstract	Djeca s autizmom iskazuju atipičan razvoj socijalne kognicije i različitosti u percepciji koje istovremeno otežavaju razvoj mnogih vještina i učenje o okolini, primjerice komunikacijskih vještina, samoregulaciju te verbaliziranje emocija, a upravo su to ključne vještine spremnosti za školu. Tranzicije u okviru obrazovanja djeteta predstavljaju prijelaz iz jedne odgojno-obrazovne sredine u drugu, primjerice iz vrtića u osnovnu školu. Tranzicije su često izazovnije djeci s autizmom nego njihovim neurotipičnim vršnjacima. U procesu tranzicije nužno je ostvariti suradnju s roditeljima djeteta i sa stručnjacima predškolske i školske ustanove i provoditi intervencije usmjerene na specifične razvojne ishode prema individualiziranom programu za dijete. Cilj ovog istraživanja prikaz je procesa tranzicije djeteta s autizmom u osnovnu školu iz perspektive njezinih dionika te poticanje promjena u tom procesu. Ispitan je proces tranzicije kroz analizu sljedećih ključnih područja: uključenost roditelja u proces, komunikaciju stručnjaka i roditelja, dostupnost stručne podrške roditeljima, uspostavljanje tranzicijskog tima stručnjaka, pripremu djeteta kroz intervencije za postizanje individualiziranih i specifičnih razvojnih ciljeva, pripremu školske ustanove (primjerice djelatnici, vršnjaci, učionica). Sudionici ovog istraživanja su dijete s autizmom koje je u procesu tranzicije u školu, majka djeteta te stručnjaci iz predškolske i školske ustanove. Metode prikupljanja podataka bile su neposredno opažanje djetetovog ponašanja u skupini te polustrukturirani intervju s majkom i stručnim suradnicama edukacijskim rehabilitatoricama u vrtiću i školi djeteta, a metoda obrade podataka je kvalitativna analiza podataka. Rezultati ukazuju na metode, intervencije i postupke u procesu tranzicije, izazove te preporuke za dobru tranzicijsku praksu. Preporuke i smjernice sudionica koje su dobivene analizom intervjua uključuju preporuke za informiranje roditelja o postupku i rokovima važnim za upis te o školama, preporuke za ranu pripremu djeteta i usmjerenost na vještine spremnosti za školu te preporuke za formiranje tranzicijskog tima. Doprinos ovog rada prikaz je preporuka za bolju tranzicijsku praksu.
Abstract (english)	Children with autism face atypical social cognition development and display differences in perception which interfere with the development of many skills and learning, for instance with key skills which are considered to be school-readiness skills: communication skills, self-regulation and verbalising emotions. Educational transitions are transitions from one educational setting to another, for example from preschool to primary school. Transitions are often more challenging for children with autism than for their neurotypical peers. It's crucial to provide support to parents of children with autism during transitions, as well as to ensure school targeted interventions for the child. The aim of this study is to understand and show the transition to school for a child with autism from the perspectives of its stakeholders and to promote positive changes in the process. Several aspects of the transition were analysed: the engagement of parents in the process, communication of professionals and parents, accessibility to support to parents during transition, the importance of team planning, preparing the child through school targeted interventions as well as preparing the school environment. Participants of this study were the child with autism spectrum disorder and his mother, as well as professionals from the child's preschool and primary school. Research methods include direct observation of the child's behaviours in preschool as well as semi-structured interview for the mother and educational rehabilitators from the child's preschool and school. The results were analysed through qualitative thematic analysis, the results indicate methods and interventions used in the transition, challenges the stakeholders face and recommendations for good transitional practice. The recommendations include informing parents on all the important information and deadlines concerning the enrollment to school, early child interventions aimed on school-readiness skills and forming a transitional team. This study provides a display of transition practices and offers recommendations for good transition practices.
Keywords
Keywords (english)
Language	croatian
URN:NBN	urn:nbn:hr:158:745512
Study programme	Title: Graduate study of Educational Rehabilitation Study programme type: university Study level: graduate Academic / professional title: magistar/magistra edukacijske rehabilitacije (magistar/magistra edukacijske rehabilitacije)
Type of resource	Text
File origin	Born digital
Access conditions	Open access
Terms of use
Repository	Faculty of Education and Rehabilitation Sciences
Created on	2022-08-31 13:24:24