engleski

Participants in an inclusive institution for early education

Probably most stimulating as well as most natural environment for a child's early education is their neighbourhood and kindergarten close to their home. Growing up into a socially and emotionally competent people is almost impossible without great variety of interactions – opportunities which could be provided only by active participation in accessible resources within closest environment. Inclusion of children in mainstream kindergarten in Croatia is still privilege of children with mild disabilities which is especially practice when there is no staff specialized in education and rehabilitation. Children with early detected difficulties in movement, communication or visual problems as well as with recognizable syndroms gain their early experiences in isolated rehabilitation provisions. This definitely narrow their choices for challenging and positive opportunities to practice their potentials. The organization for early preschool education is a group of individuals and the part of a more complex system presented by Sameroff (2010) and others (Bronfenbrenner, 1997, as most cited) in concentric circles in which they illustrate the interaction among "inherited, biological potentials" and external structures . In this paper we applied the questionnaire for self - evaluation of variety of factors responsible f or good quality inclusive institution with forty preschool teachers. Comparison of results obtained at the beginning and after the project which included workshops for employees (covering topics on children with disabilities) point to tendency of higher sensitivity in detecting children with disabilities but the employee's perception about their competencies has not improved.

inclusive preschool institution, teachers, children with disabilities

nije evidentirano