undergraduate thesis
Perceptions and attitudes of educators in autistic children

Antonija Puž (2016)
University of Pula
Faculty of Educational Sciences
Metadata
TitleZapažanja i stavovi odgajatelja o djeci s autizmom
AuthorAntonija Puž
Mentor(s)Aldo Špelić (thesis advisor)
Abstract
Tema ovog završnog rada je „Stavovi i zapažanja odgajatelja o djeci s autizmom“. Sam rad se sastoji od 2 djela. Prvi dio se bazira na teorijskim konceptima značajnim u odgojnom i obrazovnom pristupu u radu s autističnom djecom. Drugi dio se bazira na istraživanju odgajatelja s ciljem da se dobije uvid u njihova zapažanja i stavove o mogućnosti uključivanja autistične djece u redovne predškolske ustanove. U istraživanju su ispitivane dvije hipoteze koje su se zasnivale na pretpostavkama da se odgajatelji međusobno razlikuju u zapažanjima i stavovima o mogućnosti uključivanja autistične djece u redovne predškolske ustanove obzirom (1) na imanje prethodnog osobnog iskustva u radu s autističnom djecom i (2) na samu dužinu njihova radnog iskustva. Istraživanje je provedeno u predškolskim ustanovama na području grada Pule i grada Poreča. Istraživanje je uključivalo 50 ispitanika, koji su se razlikovali obzirom na iskustvo u radu s autističnom djecom (S1/S2) i obzirom na imanje radnog iskustva do i preko 15 godina (S3/S4). U obradi dobivenih rezultata korištena je kvalitativna analiza dobivenih odgovora koji su grafički prikazani. Dobiveni rezultati obzirom na prvu hipotezu ukazuju da postoje razlike u zapažanjima i stavovima odgajatelja obzirom na iskustvo. Prilikom analiziranja odgovora vidljivo je kako skupina s iskustvom u radu daje realnije odgovore, te pristupaju direktno problemu i oslanjaju se na svoje iskustvo. U odnosu na njih, skupina bez iskustva daje teoretske odgovore, ne oslanjaju se na određenu intuiciju, već svo povjerenje ulažu u teoriju. Iako se odgovori obiju skupina ponegdje podudaraju ipak je iskustvo presudilo, jer to samo iskustvo umanjuje strah odgajatelja te oni ne ulaze u rad s određenim predrasudama prema autističnoj djeci. Shodno tome može se izvući zaključak kako ipak postoji jako velika razlika između teorije i prakse. Dobiveni rezultati na temelju druge hipoteze prikazuju kako različitosti odgovora nisu toliko uočljive kao kod prethodne hipoteze. Mišljenja ispitanika se podudaraju u većini odgovora, međutim vidljive su stanovite razlike kod određenih stavki. Najvažnija komponenta koju treba istaknuti je ta da je kod uključivanja djece s autizmom u predškolske ustanove važna potpora i podrška roditelja uz neizostavnu pomoć cijelog stručnog tima i samostalne edukacije odgajatelja. Nakon razrađenih odgovora dobiven zaključak se temelji na tome kako samo općenito iskustvo nije važno i ne razlikuje se kao što se razlikuju odgovori temeljeni na iskustvu u radu s autističnom djecom. Međutim, bez obzira na dobivene rezultate i postojanja iskustva, najvažniji čimbenik je edukacija. Odgajatelji bi se trebali usmjeriti na edukaciju, kako bi se što bolje pripremili i poboljšali u samom daljnjem radu.
Parallel title (English)Perceptions and attitudes of educators in autistic children
Committee MembersMirjana Radetić - Paić (committee member)
Aldo Špelić (committee member)
Đeni Zuliani (committee member)
GranterUniversity of Pula
Lower level organizational unitsFaculty of Educational Sciences
PlacePula
StateCroatia
Scientific field, discipline, subdisciplineSOCIAL SCIENCES
Education/Rehabilitation Sciences
Inclusive Education and Rehabilitation
Study programme typeprofessional
Study levelundergraduate
Study programmePreschool Education
Academic title abbreviationbacc. praesc. educ
Genreundergraduate thesis
Language Croatian
Defense date2016-04-27
Parallel abstract (English)
The theme of this Bachelor’s thesis is “Educators attitudes and observations about children with autism”. The thesis itself is consisted of two parts. The first part is based on theory concepts significantin correctional and educating approach in working with children that have autism. The second part is based on the educators research with the goal to gain insight in their observations and attitudes about the possibility of including the autistic children in regular preschool institutes. Two hypothesis are conducted in the research that are based on the assumptions that educators differ in observations and attitudes about including autistic children in regular preschool institutions considering (1) having previous personal experience working with autistic children and (2) their personal working experience length. The research has been conducted in preschool institutes in the towns of Pula and Poreĉ. The research included 50 participants, which were different based on their experience working with autistic children (S1/S2) and considering them having over 15 years of working experience (S3/S4). Processing the obtained results quality analysis was used presenting the answers in graphs. The results given considering the first hypothesis show that there is a difference in educators attitudes on certain questions. During the analyzing the responses, it is evident that the group with previous personal experience working with autistic children gives more realistic answers, and access directly to the problem and rely on their experience. Opposite to them, group without experience gives theoretical answers, they don´t rely on a certain intuition, but all their trust is based on theory. Although the answers of both groups sometimes coincide and that experience makes the difference, because the experience decreases the fear of educators and they do not work with certain prejudices against autistic children. Therefore it can be concluded that there is still a very big difference between theory and practice. The given results considering the second hypothes is show that variety of participants attitudes are not so noticeable as with the previous hypothesis. Both groups of participants have different attitudes at specific items, but their opinions are mostly coincidental. The biggest support should be the parents that will constantly participate and cooperate with the work, but the help of the whole expert team is also important, and the independent education also helps that the work with autistic children in preschool institutes gets better. After elaborate responses, the conclusion is based on that general experience is not important and does not differ as answers based on experience working with autistic children. However, regardless of the existence of the results and experience, the most important factor is education. Educators should focus on education, in order to better prepare and improve in their future work.
Parallel keywords (Croatian)autizam podučavanje autistične djece stavovi odgojitelja zapažanja odgojitelja
Resource typetext
Access conditionOpen access
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:137:033789
CommitterAleksandar Ćatić