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Title:Pomoč učencem s posebnimi potrebami pri pouku geografije: študija primera nudenja dodatne strokovne pomoči
Authors:ID Škrlec, Nadija (Author)
ID Kolnik, Karmen (Mentor) More about this mentor... New window
Files:.pdf MAG_Skrlec_Nadija_2019.pdf (6,20 MB)
MD5: 07128D021E7AF8AFF3BF42ABF2B053E3
PID: 20.500.12556/dkum/d721cb77-8c53-4402-b1b7-2363f2668b7e
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Učenci s posebnimi potrebami so v vzgojno-izobraževalnem procesu opredeljeni kot učenci s kakršnim koli primanjkljajem, ki bistveno vpliva na učenčevo učno uspešnost. Gre za otroke z motnjami v duševnem razvoju, slepe in slabovidne, gluhe in naglušne, dolgotrajno bolne, s primanjkljaji na posameznih področjih učenja, z avtističnimi motnjami ter s čustvenimi in vedenjskimi motnjami. Vzgoja in izobraževanje otrok s posebnimi potrebami se izvaja v skladu z Zakonom o usmerjanju otrok s posebnimi potrebami. V zakonu je zapisano, da učencem s posebnimi potrebami pri pouku pripada dodatna strokovna pomoč. V magistrskem delu smo izvedli raziskavo Individualna strokovna pomoč pri učenju geografije za izbrane učence z učnimi težavami od 6. do 9. razreda v Osnovni šoli Veržej, s pomočjo katere smo želeli preveriti vpliv individualne pomoči pri učenju geografije na učni uspeh pri izbranih učencih. V raziskavi so sodelovali: učenka s primanjkljaji na posameznih področjih učenja iz 6. razreda, učenec z motnjami avtističnega spektra iz 7. razreda, ter učenca s čustvenimi in vedenjskimi motnjami iz 8. in 9. razreda. Rezultati raziskave, ki je potekala kot pedagoški študij primera v času med 15. 1. in 21. 3. 2019, so pokazali, da je imela individualna strokovna pomoč pri učenju geografije največji vpliv na učni uspeh pri učencu iz 8. razreda, delno pa pri učenki iz 6. in učencu iz 8. razreda. Pri učencu iz 9. razreda pa ni bilo zaznati vpliva individualne pomoči.
Keywords:Učenci s posebnimi potrebami, individualna strokovna pomoč, učenje geografije, učni uspeh, študij primera.
Place of publishing:Maribor
Publisher:[N. Škrlec]
Year of publishing:2019
PID:20.500.12556/DKUM-74988 New window
UDC:91:376(043.2)
COBISS.SI-ID:24831752 New window
NUK URN:URN:SI:UM:DK:ZKDXMBZB
Publication date in DKUM:22.10.2019
Views:1596
Downloads:183
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:16.09.2019

Secondary language

Language:English
Title:Helping students with special needs at geography lesson: a case study on offering additional professional assistance
Abstract:Students with special needs are defined in the educational process as students with any deficits that significantly affect the student's learning performance. These are children with intellectual disabilities, the blind and the visually impaired, the deaf and hard of hearing, the long-term sick, with learning disabilities, autistic disorders, and with emotional and behavioural disorders. The education of children with special needs is carried out in accordance with the Placement of Children with Special Needs Act. The Act states that students with special needs have the right to additional professional assistance in school. In the master's thesis we carried out the research Individual Professional Assistance in Learning Geography for Selected Students with Learning Difficulties from Grades 6 to 9 at Veržej Primary School, with the purpose of which we wanted to test the impact of individual assistance in learning geography on the educational attainment of selected students. The study included: a student with learning disabilities in 6th grade, a student with autism spectrum disorder in 7th grade, and two students with emotional and behavioural disorders in 8th and 9th grade.   The results of a study, conducted as a pedagogical case study between 15th January and 21st March 2019, showed that individual professional assistance in learning geography had the greatest impact on educational attainment of the student in 8th grade, and partly of the students in 6th grade and 8th grade. However, the impact of individual assistance was not detected in the 9th grade student.
Keywords:Students with special needs, individual professional assistance, geography learning, educational attainment, case study.


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