Integration of children with motor disorders

Tema rada je integracija djece s motoričkim teškoćama u predškolski sustav odgoja i obrazovanja. Cilj rada je ukazati na višestruke koristi takvog odgoja i obrazovanja, ne samo za djecu s motoričkim teškoćama, već i za njihove vršnjake koji nemaju teškoće. Polazište integracije stoga nije rad na pojedinoj teškoći, već na potrebama pojedinca, razvoju samostalnosti i osnaživanju individue s teškoćama u razvoju, kao i razvoju empatije i tolerancije kod djece bez teškoća. Djeca s teškoćama u razvoju su kroz povijest bila izolirana u posebne ustanove, gdje se promatrala i liječila „bolest“, a ne individua. Danas, mnogi vrtići i škole mogu reći za sebe da provode uspješnu integraciju djece s motoričkim teškoćama u redovnom odgojno-obrazovnom sustavu. Primjeri takvih ustanova su dječji vrtić Siget i Dnevni centar za rehabilitaciju Veruda čija je praksa prikazana u radu. Theme of this paper is the integration of children with motor disabilities into the pre-school system of education. The aim of this paper is to point out the multiple benefits of such education system, not just in favor of children with motor disabilities, but also for those who do not have motor disabilities. The starting point of integration is not work on individual difficulties, but on the needs of individual, development of self-reliance and empowerment of individuals with motor disabilities, as well as development of empathy and tolerance in those without disabilities. Through history, children with disabilities have been isolated in special institutions, where “disease” was observed and treated rather that the individual. Today, many kindergartens and schools can say for themselves that they do successfully integrate children with motor disabilities into regular education system. Examples of such establishments are kindergarten Siget and Rehabilitation day center Veruda whose practice is presented in this paper.