NALOGE SPREMLJEVALCA/-KE GIBALNO OVIRANEGA OTROKA V VRTCU - Rakovnik, Katja (K. Rakovnik, 2009)
V diplomskem delu je predstavljena empirična raziskava, ki je bila opravljena v integriranih predšolskih oddelkih, v katere so vključeni otroci z gibalno oviranostjo.Njen osnovni namen je predstaviti delo spremljevalca gibalno oviranega otroka, njegove zadolžitve in dolžnosti. Zanimalo me je, ali spremljevalci sami odgovarjajo za gibalno oviranega otroka in ali se tudi ostali člani oddelka zavedajo, da je otrok del skupine in ni vključen v skupino skupaj s spremljevalcem, in tako ločen od nje. V raziskovalni vzorec je zajetih 19 spremljevalcev gibalno oviranih otrok v vrtcu iz različnih krajev Slovenije. Anketni vprašalnik, ki sem ga uporabila, je sestavljen iz vprašanj odprtega in zaprtega tipa.Podatki, ki so pridobljeni z vprašanji zaprtega tipa, so obdelani kvantitativno na deskriptivnem nivoju. Kvalitativno pa so obdelani odgovori na odprta vprašanja. Spremljevalci gibalno oviranih otrok se svojih del in nalog dobro zavedajo tako takrat, ko otrok je v vrtcu, kot takrat, ko ga ni. Drugače pa je ponekod z ostalimi člani tima v oddelku ali v vrtcu, ki se mogoče ne zavedajo polnega pomena besede inkluzija, oz. ne vedo , kako otroka s posebnimi potrebami vključiti v enakovreden proces dela ter sodelovanje. The diploma work introduces an empirical research in the field of integration, which includes physically impaired children. Its main purpose is to present the work of the persons assisting physically impaired children, their responsibilities and their duties. I focused on whether the assisting person is responsible for the impaired child and whether other group members see the impaired child as part of the group, so that the child is included in the group and not separated from it through his/her assistant. 19 preschool assistant of physically impaired children from different Slovenian cities were included in the research. According to the results, the assistants of physically impaired children are well aware of their duties and responsibilities at all times, regardless if their child is present in preschool or not. However, other preschool team members are not entirely aware of the term inclusion and do not know how to include a physically impaired child into the process of work as an equal co-operative member.