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Naslov:Učitelji in uporaba prilagoditev pri delu z otroci s posebnimi potrebami v rednih osnovnih šolah na razredni stopnji
Avtorji:Heričko, Daša (Avtor)
Vršnik Perše, Tina (Mentor) Več o mentorju... Novo okno
Datoteke:.pdf MAG_Hericko_Dasa_2020.pdf (1,52 MB)
 
Jezik:Slovenski jezik
Vrsta gradiva:Magistrsko delo/naloga (mb22)
Tipologija:2.09 - Magistrsko delo
Organizacija:PEF - Pedagoška fakulteta
Opis:V magistrski nalogi z naslovom Učitelji in uporaba prilagoditev pri delu z otroki s posebnimi potrebami v rednih osnovnih šolah na razredni stopnji so nas zanimale izkušnje učiteljev s poučevanjem otrok s posebnimi potrebami in njihovo poznavanje ter uporaba prilagoditev posamezni skupini otrok s posebnimi potrebami. V teoretičnem delu smo na kratko predstavili različna področja, ki so vezana na temo naloge (definicije pojmovanja otrok s posebnimi potrebami, oblike šolanja, slovensko zakonodajo in dokumente, povezane z otroki s posebnimi potrebami, lastnosti posamezne skupine otrok s posebnimi potrebami, vrste prilagoditev za posamezno skupino otrok, učiteljevo uporabo in realizacijo prilagoditev znotraj oddelka). V empiričnem delu smo s pomočjo polstrukturiranih intervjujev, ki smo jih izvajali z dvajsetimi učitelji razrednega pouka, ugotovili, da je skupina otrok s primanjkljaji na posameznem področju učenja najpogostejša skupina otrok s posebnimi potrebami, s katero so se učitelji srečali pri poučevanju. Spoznali smo, da učitelji pred prihodom otrok s posebnimi potrebami v njihov oddelek s strani šole v večini niso seznanjeni z njihovimi težavami in prilagoditvami, ki bi jih za njih naj izvajali. Znanje v večini pridobijo samoiniciativno. Učitelji so povedali, da poznajo prilagoditve za otroke, ter da se zelo dobro zavedajo tudi pomena uporabe le - teh. Prilagoditve za otroke s posebnimi potrebami uporabljajo vsi učitelji. Ugotovili smo, da se učiteljem v naši raziskavi zdi pomembno poznavanje lastnosti posamezne skupine otrok s posebnimi potrebami zaradi lažjega načrtovanja pedagoškega dela in s tem boljšega uspeha otrok. Ugotovili smo, da učitelji v naši raziskavi ne poznajo vseh dokumentov, kjer so zapisane smernice za uporabo prilagoditev. Večina učiteljev je dejala, da jim sama priprava in izvedba prilagoditev za otroke s posebnimi potrebami prestavlja velik izziv oz. breme. Večji del učiteljev je menilo, da se na pouk ne pripravljajo drugače, če je v oddelek vključen otrok s posebno potrebo. Ugotovili smo, da je bila večina učiteljev zadovoljna in uspešna pri realizaciji prilagoditev, ter da največji izziv izvajanja prilagoditev predstavljajo otroci z motnjami vedenja, najmanjši pa učenci z učnimi težavami. Ugotovili smo, da je večina učiteljev v naši raziskavi mnenja, da ostali otroci ob prisotnosti otrok s posebnimi potrebami v oddelku niso prikrajšani ničesar. Večji del učiteljev je deležen dodatne strokovne pomoči. Spoznali smo, da se večina učiteljev ne počuti dovolj izobražene za poučevanje otrok s posebnimi potrebami oz. za uporabo prilagoditev. Ugotovili smo, da je večina učiteljev trdila, da so pri realizaciji prilagoditev zadovoljni s podporo vodstva. Kot zadnje naj dodamo še to, da se večji del učiteljev ne more odločiti, katera od oblik šolanja je z vidika uporabe prilagoditev najbolj primerna za otroke s posebnimi potrebami.
Ključne besede:otroci s posebnimi potrebami, redne osnovne šole, prilagoditve za otroke s posebnimi potrebami
Leto izida:2020
Založnik:[D. Heričko]
Izvor:Maribor
UDK:373.3:376(043.2)
COBISS_ID:45658883 Povezava se odpre v novem oknu
NUK URN:URN:SI:UM:DK:TLHWXIKU
Licenca:CC BY-NC-ND 4.0
To delo je dosegljivo pod licenco Creative Commons Priznanje avtorstva-Nekomercialno-Brez predelav 4.0 Mednarodna
Število ogledov:39
Število prenosov:11
Metapodatki:XML RDF-CHPDL DC-XML DC-RDF
Področja:PEF
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:Teachers and their use of adjustments for working with special-needs children in regular primary schools in the first triad
Opis:In the Masters Paper titled Teachers and Adjustments for Special Needs Children in the First Grades of Regular Primary Schools we were interested in the teachers' experience with teaching the special needs children and their knowledge and use of adjustments to an individual group of children with special needs. In the theoretical part different fields are introduced that are related to the topic of this paper (definitions of interpretation of children with special needs forms of schooling, Slovenia legislature and documents referring to children with special needs, characteristics of individual groups of children with special needs, types of adjustment for an individual group, the teacher's use and realization of adjustments within the class). In the empirical part we carried out half-structured interviews with twenty teachers of elementary education and discovered that the group of children with deficits in certain learning fields is the most common group of children with special needs with which teachers most commonly work. It was discovered that the teachers are most usually not familiarized with the children’s problems and adjustments by school management before those become part of their class. They acquire this knowledge self-initiative. The teachers reported they know the adjustments for the children and that they are very well aware of their use. Adjustments for children with special needs are used by all the teachers. It was discovered that the teachers in our survey find it important to be familiar with the characteristics of the individual group of children with special needs as that enables easier pedagogical work planning and thus better success of those children. Moreover, it was also discovered that the teachers do not know all the documents with guidelines for the use of adjustments. Most teachers reported that the preparation and executing of adjustments for children with special needs represents a great challenge and also a burden. Most teachers believed that they do not prepare differently for their work if there is a child with special needs in their class. It was found out that most teachers were content and successful with the realization of the adjustments and that the biggest challenge are children with behavioural dysfunctions and the least the children with learning disabilities. Most teachers in our survey share the opinion that other children accompanied by the children with special needs in the class are not detracted for anything. Most teachers obtain additional professional help. It was also discovered that most teachers do not feel educated enough for teaching children with special needs or for using the adjustments. Most teachers claimed that they are content with the support of the school management. Last but not least, it can be added that most teachers remain undecided which form of schooling is from the aspect of adjustments the most eligible for children with special needs.
Ključne besede:children with special needs, regular primary schools, adjustments for children with special needs


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