Znanje i stigma odgojitelja o poremećaju iz spektra autizma

professional thesis

• Title (english): Knowledge and stigma regarding autism spectrum disorder among preschool teachers
• Author: Zrinka Lovrinčević
• Mentor: Sanja Šimleša (mentor)
• Committee member: Jasmina Ivšac Pavliša (predsjednik povjerenstva)
• Committee member: Sanja Šimleša (član povjerenstva)
• Committee member: Marina Milić Babić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2023-05-09, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Danas se djeca s poremećajem iz spektra autizma nerijetko uključuju u redovne odgojne-obrazovne ustanove, stoga je važno stvoriti optimalne uvjete za provođenje inkluzivne prakse. Stavovi odgojitelja i njihov osjećaj spremnosti za rad glavne su odrednice uspješne inkluzije. Odgojitelj koji je spreman i osposobljen za rad s djecom s poremećajem iz spektra autizma omogućava istoj prikladno zadovoljavanje njihovih potreba, učenje socijalnih i komunikacijskih vještina i povećava osjećaj pripadnosti u skupini.
Cilj ovog rada bio je ispitati kakvo je znanje i postoji li stigma odgojitelja prema poremećaju iz spektra autizma te u kakvom su odnosu isti s obzirom na kronološku dob odgojitelja, neposredno radno iskustvo s djetetom s poremećajem iz spektra autizma te stručna usavršavanja. Također, ispitivala se percepcija odgojitelja o vlastitim sposobnostima za rad s djecom s poremećajem iz spektra autizma te njen odnos sa znanjem i stigmom prema poremećaju. U istraživanju je sudjelovalo 266 odgojitelja iz različitih predškolskih ustanova u Republici Hrvatskoj. Podaci su prikupljeni pomoću Upitnika o znanju i stigmi prema poremećaju iz spektra autizma (Autism Stigma and Knowledge Questionnaire – ASK-Q; Harrison i sur., 2017) koji je preveden i prilagođen hrvatskom jeziku te pomoću Upitnik o samoprocjenjenoj kompetentnosti za rad s djecom s poremećajem iz spektra autizma koji je kreiran u svrhu ovog istraživanja.
Rezultati su pokazali kako svi odgojitelji imaju dobro znanje i nemaju stigmu prema poremećaju iz spektra autizma te da razlika između odgojitelja postoji samo u odnosu na kronološku dob. Razlike se na ostalim čimbenicima nisu potvrdile. Na procjeni vlastite kompetentnosti za rad s djecom s poremećajem iz spektra autizma odgojitelji su davali neutralno do blago negativne odgovore. Korelacija između samoprocjene i znanja i stigme nije potvrđena. Dobiveni rezultati pružaju uvid u kvalitetu provođenja inkluzivne prakse u Hrvatskoj te ukazuju na potrebu pružanja dodatne podrške odgojiteljima.

Abstract (english)

Today, children with an autism spectrum disorder are often included in regular educational institutions, so it is important to create optimal conditions for the implementation of inclusive practice. The attitudes of preschool teachers and their sense of readiness to work are the main determinants of successful inclusion. A preschool teacher who is ready and trained to work with children with an autism spectrum disorder makes it possible to adequately meet their needs, learn social and communication skills, and increases the feeling of belonging to a group.
The aim of this study was to examine knowledge and stigma among preservice teachers towards autism spectrum disorder and in what relation they are with regard to the age, work experience with a child with autism spectrum disorder and educations. Also, this study examined the preschool teacher's perception of their own abilities to work with children with autism spectrum disorders. 266 preschool teachers from various preschool institutions in the Republic of Croatia participated in the research. Data were collected using the Autism Stigma and Knowledge Questionnaire (ASK-Q; Harrison et al., 2017), which was translated and adapted to the Croatian language, and the Questionnaire on self-assessed competence for working with children with autism spectrum disorder that was created for the purpose of this research.
The results showed that all preschool teachers have good knowledge and have no stigma toward autism spectrum disorder. There was age difference between preschool teachers with respect to knowledge and stigma. Differences on other factors were not confirmed. When assessing their own competence to work with children with autism spectrum disorder, preschool teachers gave neutral to slightly negative answers. The correlation between self-assessment and knowledge and stigma was not confirmed. The obtained results provide an insight into the quality of implementation of inclusive practice in Croatia and indicate the need to provide additional support to preschool teachers.

• Keywords: znanje i stigma; djeca s poremećajem iz spektra autizma; inkluzija; odgojitelji
• Keywords (english): knowledge and stigma; children with autism spectrum disorders; inclusion; preschool teachers
• Language: croatian
• URN:NBN: urn:nbn:hr:158:502088
• Study programme: Title: Postgraduate specialist study Early Intervention in Educational Rehabilitation; Study programme type: university; Study level: postgraduate specialist; Academic / professional title: sveučilišni/a specijalist/ specijalistica rane intervencije u edukacijskoj rehabilitaciji (sveučilišni/a specijalist/ specijalistica rane intervencije u edukacijskoj rehabilitaciji)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2023-05-26 12:53:07