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Title:OCENJEVANJE IN SPREMLJANJE RAZVOJNIH PODROČIJ VAROVANCEV S KOMBINIRANIMI MOTNJAMI
Authors:ID Žabot, Lidija (Author)
ID SCHMIDT, MAJDA (Mentor) More about this mentor... New window
Files:.pdf UNI_Zabot_Lidija_2010.pdf (2,53 MB)
MD5: 088180F3EA23331E5846369A00BDCAEB
PID: 20.500.12556/dkum/82a18189-448d-49b4-b83b-120ed55920ab
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Typology:2.11 - Undergraduate Thesis
Organization:FNM - Faculty of Natural Sciences and Mathematics
Abstract:Otroci s kombiniranimi motnjami oz. otroci z več motnjami so otroci, ki imajo hkrati več primanjkljajev, ovir oz. motenj, kot so motnje sluha, motnje vida, motnje v duševnem razvoju, govorno-jezikovne motnje, gibalna oviranost, primanjkljaji na posameznem področju učenja ter čustvene in vedenjske motnje. Ti otroci imajo posebne potrebe v toliki meri, da se morajo v večini vključiti v šole, ki izvajajo prilagojen izobraževalni program, posebni program vzgoje in izobraževanja ali vzgojni program. V prvem delu diplomskega dela sem s pomočjo strokovne literature podala razširjeno definicijo otrok s posebnimi potrebami. Posebno poglavje sem posvetila otrokom z motnjami v duševnem razvoju. Proučila sem slovenski in španski izobraževalni sistem, posebej sem se posvetila vzgoji in izobraževanju otrok s posebnimi vzgojno-izobraževalnimi potrebami v omenjenih državah. V praktičnem delu sem podala opis OŠ Cvetka Golarja iz Ljutomera in zavoda La Societat Cooperativa SOLC iz španskega mesta Tarragona ter varovancev, katere sem pri prostovoljnem delu na obeh zavodih spremljala pri obravnavah. V empiričnem delu sem uporabila deskriptivno in kavzalno neeksperimentalno metodo empiričnega pedagoškega raziskovanja s študijo primere. V neslučajnostni raziskovalni vzorec sem zajela štiri varovance, vključene v obravnavo na OŠ Cvetka Golarja in štiri varovance, vključene v zavod La Societat Cooperativa SOLC. Podatke sem pridobila na podlagi vprašalnika (kombinacija ček liste in ordinalne lestvice), prilagojenega po AAMD Skala adaptivnog ponašanja, katerega avtorja sta Igrić in Fulgosi-Masnjak (1991). Vprašalnik sta izpolnili defektologinji, ki dobro poznata varovance in imata dovolj strokovnega znanja s področja defektologije. Rezultate sem predstavila s prikazom koeficienta učenčeve razvitosti (vprašanja tipa ordinalne lestvice) v določeni funkciji (samostojnost, telesni razvoj, komunikacija, odgovornost, socialna interakcija) ter s prikazom deleža trditev (vprašanja tipa ček lista), ki kaže razvitost oz. prisotnost posebnih potreb, motenj na posameznih področjih funkcioniranja (samostojnost, telesni razvoj, komunikacija, odgovornost, socialna interakcija).
Keywords:otroci s posebnimi potrebami, otroci z motnjo v duševnem razvoju, družina, vzgojno-izobraževalni sistem v Sloveniji, vzgojno-izobraževalni sistem v Španiji.
Year of publishing:2010
Publisher:[L. Žabot]
Source:Maribor
PID:20.500.12556/DKUM-14448 New window
UDC:376(043.2)
COBISS.SI-ID:17766408 New window
NUK URN:URN:SI:UM:DK:G9XFNGOM
Publication date in DKUM:10.01.2022
Views:405
Downloads:17
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
FNM
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Secondary language

Language:English
Title:MONITORING AND EVALUATION OF THE DEVELOPMENTAL AREAS OF CHILDREN WITH MULTIPLE DISABILITIES
Abstract:Children with combined disabilities or children with several disabilities are those who have more than one disability - hearing, speech, emotional and behavioral disorders, visual and mental disabilities, motor handicap and deficit in learning. Those children have special needs in such extent that they have to enroll in schools which perform an adjusted educational programme, a special programme of education, or educational programme. In the first part of my diploma paper I have introduced an extended definition of children with special needs by using professional literature. I have dedicated a special chapter to children with mental disabilities. I have researched Slovene and Spanish educational system and paid special attention to education of children with special educational needs in mentioned countries. In the practical part of my paper I have introduced Cvetka Golarja Elementary School in Ljutomer, an institution La Societat Cooperativa SOLC in Spanish town Tarragona, and the children who I had watched at their treatments when doing a volunteer work. In the empirical part I have used a descriptive and a causal non-experimental method of empirical pedagogic research with a study of comparison. I have included four children from Cvetka Golarja Elementary School and four children from the institution La Societat Cooperativa SOLC in my research. I have collected the data by a questionnaire (combination of a check list and an ordinal scale), adapted from the scale of Igrić and Fulgosi-Masnjak (1991). The questionnaire had been filled in by two defectologists who have sufficient professional knowledge of defectology. I have presented the results by showing the coefficient of learner's development (the questions from the ordinal scale) in a defined function, and by presenting a share of statements (the questions from the check list) which shows the presence of special needs, the disabilities in different areas of functioning (independence, physical development, communication, responsibility, social interaction).
Keywords:children with special needs, children with mental disabilities, family, educational system in Slovenia, educational system in Spain.


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