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1.
Structural differences in the self-determination of upper secondary students with and without disabilities in vocational education
Marta Licardo, Majda Schmidt, 2016, izvirni znanstveni članek

Opis: The aim of the study was to analyze the differences in degree of self-determination between students with and without disabilities and to relate these differences to grade point average and gender in both groups. Students in both groups were equalized in pairs by age, gender and school program (n = 122; 61 pairs). Results indicate that students with disabilities have a lower level of self-determination than their peers without disabilities. With regards to gender, girls with disabilities have the lowest level of self-determination. An analysis of differences in self-determination by grade point average (GPA) showed that students with and without disabilities who had high GPAs have higher levels of self-determination than students with low GPAs. Results of this study reveal important fields of intervention, especially for students with disabilities.
Ključne besede: self-determination, vocational education, students with disabilities, academic achievement, gender
Objavljeno v DKUM: 03.10.2017; Ogledov: 1110; Prenosov: 105
.pdf Celotno besedilo (221,22 KB)
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2.
The social acceptance of secondary school students with learning disabilities (LD)
Teja Majcen, Majda Schmidt, Karin Bakračevič, 2015, izvirni znanstveni članek

Opis: This paper aims to shed light on the level of social acceptance among students with learning disabilities (LD4 ) in various secondary school vocational programs in comparison with their peers without disabilities. Our findings are based on an empirical study that comprised 417 students, 5 of whom 85 were students with LD. Based on sociometric analyses of all participating classes, we determined that students with LD were less integrated into the classroom in comparison to their peers without LD. The results of the sociometric analysis show statistically significant differences in the sociometric position between students with LD and students without LD. While students with LD were most frequently perceived as rejected, students without LD were seen as popular or average. In addition, students with LD see themselves as less socially self-efficient compared to their peers. The results of our study mostly refer to boys, because the sample comprised 359 boys and 58 girls. We believe that pro-inclusion teachers with appropriately developed strategies for strengthening students' social skills, as well as positive attitudes and sufficient knowledge about the special needs of students can have a significant impact on the social acceptance of students with special needs in the classroom community.
Ključne besede: students with learning disabilities, social integration, social self-efficacy, social acceptance, sociometric status, secondary school vocational education
Objavljeno v DKUM: 13.07.2017; Ogledov: 1825; Prenosov: 137
.pdf Celotno besedilo (180,27 KB)
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