VLOGA UČITELJA PRI INKLUZIJI OTROKA S ČUSTVENIMI IN VEDENJSKIMI TEŽAVAMI/MOTNJAMI

THE ROLE OF A TEACHER IN THE INCLUSION OF A CHILD WITH EMOTIONAL AND BEHAVIOURAL PROBLEMS/DISORDERS

Klavdija Krajnc, prof. razr. pouka
Številka 57 (2018)

Povzetek

Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1, 2011, 2. člen) opredeljuje devet skupin otrok s posebnimi potrebami (OPP). Ena izmed skupin so otroci s čustvenimi in vedenjskimi motnjami – ČVM, ki potrebujejo prilagojeno izvajanje programov vzgoje in izobraževanja z dodatno strokovno pomočjo. Nekateri otroci s čustvenimi in vedenjskimi težavami/motnjami, stari med 6 in 10 let, so zaradi različnih razlogov, na podlagi odločbe centra za socialno delo, nameščeni v Vzgojni dom Veržej in vključeni v Osnovno šolo Veržej skupaj z otroki iz šolskega okoliša. Vzgojno-izobraževalni proces temelji na poučevalnih strategijah, ki otroku s čustvenimi in vedenjskimi težavami/motnjami omogočajo napredovanje tako na učnem kakor tudi vzgojnem področju. Predstavljene nekatere učne strategije se nanašajo na inkluzivno vzgojo in izobraževanje in so se izkazale kot uspešne pri delu z otrokom s čustvenimi in vedenjskimi težavami/motnjami na razredni stopnji. Za uspešno napredovanje otroka v procesu inkluzije je pomemben celoten tim strokovnih delavcev, ki ga na OŠ Veržej sestavljajo učitelji, vzgojitelji, socialni in svetovalni delavci, vodstvo šole.

Ključne besede: otroci s čustvenimi in vedenjskimi težavami/motnjami, vzgojni zavod, osnovna šola, inkluzija v praksi, vloga učitelja


Abstract

The law Placement of Children with Special Needs (ZUOPP-1, 2011, Article 2) defines 9 groups of children with special needs. In one of the groups there are children with emotional and behavioural disorders, who need special implementation of education programs with additional professional assistance. Some children with emotional and behavioural difficulties/disorders, aged between 6 and 10, are admitted to the Veržej residential care institution on the basis of a decision adopted by a social care centre for various reasons. They are included in the Veržej Primary school which is also attended by children from the school district. The educational process is based on teaching strategies that allow a child with emotional and behavioural problems/disorders to progress in both, areas of learning and behaviour. Some of the presented learning strategies related to inclusive care and education have proven successful in working with a child with emotional and behavioural problems/disorders at a primary level. In order to ensure a child’s successful progress in the process of inclusion the entire team of professionals is required, consisting of teachers, educators from the residential care institution, social workers, school counsellors and members of school management at Veržej Primary school.

Keywords: children with emotional and behavioural problems/disorders, residential care institution, primary school, inclusion in practice, teacher’s role