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首页> 外文会议>International Technology, Education and Development Conference >(1453) TRANSITION FROM FAMILY TO PRESCHOOL FOR CHILDREN WITH DISABILITIES
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(1453) TRANSITION FROM FAMILY TO PRESCHOOL FOR CHILDREN WITH DISABILITIES

机译：（1453）从家庭转变为残疾儿童的幼儿园

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The first transition from family to early and preschool education is undoubtedly an impressive process during which a child and parents experience a fear and insecurity. The process of transition from family to preschool context is one of the most stressful experiences for the child and the family. A successful transition is characterized by respect for the needs and specific development circumstances of each child. During the process of transition, both child and parents need support and understanding, especially the child with disabilities. It should therefore be emphasized that the interaction between the child with disabilities and new environment depends on the support provided by all participants included within the new context. In order for the child to be adapted to the new environment, it is necessary for the experts to understand specific difficulty of the child, as well as the problems that child and his or her family meet on a daily basis. In addition, the quality of child's interaction with the environment is influenced by the professional staff skills. Inclusive education for children with developmental disabilities is implemented in accordance with the UN Convention on the Rights of the Child (1989), which ensures the full and equal enjoyment of human rights and fundamental freedoms equally to children with and without disabilities within environment that allows them to play and learn together. The Republic of Croatia is a signatory to the Convention, therefore the legal acts in the field of education regulate the right to education for children with developmental disabilities at all educational levels. Croatian National Educational Standard for Early and Preschool Childhood Education (NN 10/97, 107/07) emphasizes the importance of including children with disabilities in the regular early and preschool education programs. Inclusion of children with developmental disabilities encourages a higher level of respect for them as equal partakers of the educational process. Early and preschool education for children with or without development disabilities is based on encouraging strong child attitudes, recognizing their developmental potential and fulfilling their needs. Therefore, for the quality of the child's preparation and successful adaptation to the new environment, a collaborative relationship with the parents is necessary. Additionally, in order to make the transition from one context to the next with as little stress as possible it is important to achieve a partnership between participants. The aim of the paper is to emphasize the interaction between a child, parent and preschool educators as a predictor of successful process of the child’s inclusion into educational community. Various international and national legal regulations refer to the importance and need to include the child with disabilities in the regular education system. The paper will present the experiences of children with developmental disabilities, their parents as well as the preschool experts on the process of transition from family to educational process.
机译：从家庭到早期和学龄前教育的第一次过渡无疑是一个令人印象深刻的过程，其中一个孩子和父母经历了恐惧和不安全感。从家庭到学前教室的过渡过程是孩子和家庭最紧张的经历之一。成功的过渡以每个孩子的需求和特定的发展情况为特征。在过渡过程中，孩子和父母都需要支持和理解，特别是残疾儿童。因此，应该强调的是，残疾儿童与新环境之间的互动取决于新上下文中包含的所有参与者提供的支持。为了让孩子适应新环境，专家有必要了解孩子的具体困难，以及儿童和他的家人每天都会举行的问题。此外，儿童与环境的互动的质量受到专业人员技能的影响。根据“联合国儿童权利公约”（1989年）的联合国公约，实施了具有发展障碍的儿童的全包教教育，该公约确保了对允许的环境中的儿童和无残疾的儿童完全和平等地享有人权和基本自由一起玩和学习。克罗地亚共和国是“公约”的签字人，因此教育领域的法律行为规范了所有教育水平的发展障碍儿童教育权。克罗地亚国家教育标准的早期和学龄前儿童教育（NN 10/97,107 / 07）强调了包括在常规早期和学龄前教育方案中包括残疾儿童的重要性。将纳入发展障碍的儿童鼓励对他们的平等占教育进程的尊重程度。有或没有发展障碍的儿童的早期和学龄前教育是基于鼓励强大的儿童态度，认识到其发展潜力并满足他们的需求。因此，对于孩子的准备和成功适应新环境，与父母的合作关系是必要的。此外，为了使从一个背景到接下来的过渡，尽可能小的压力，实现参与者之间的伙伴关系是重要的。本文的目的是强调儿童，父母和学龄前教育者之间的互动，作为儿童纳入教育社区的成功进程的预测因素。各种国际和国家法律规定是指在普通教育系统中将残疾儿童纳入的重要性，需要。本文将展示具有发展残疾儿童的经验，他们的父母以及学龄前专家就从家庭转变为教育过程。

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