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Title:
Pomen in vloga učitelja pri poučevanju otrok z disleksijo pri pouku glasbe
Authors:
ID
Neuvirt, Tina
(Author)
ID
Habe, Katarina
(Mentor)
More about this mentor...
ID
Kobal, Cveto
(Comentor)
Files:
MAG_Neuvirt_Tina_2017.pdf
(649,64 KB)
MD5: F15BF99E2BA1B11F0CAC47BDDB5CBD6E
Language:
Slovenian
Work type:
Master's thesis/paper
Typology:
2.09 - Master's Thesis
Organization:
PEF - Faculty of Education
Abstract:
Zadnja leta so učne težave učencev aktualna tematika učiteljev, stroke in staršev. Disleksija je sicer že dobro raziskana, a ker se ta nanaša zlasti na težave z besedili, je raziskav na tovrstnem področju v povezavi s poukom glasbe občutno manj. Namen tega magistrskega dela je bil raziskati in predstaviti značilnosti, ki se pojavljajo pri učencih z disleksijo pri pouku glasbe, in na osnovi tega opredeliti vlogo učiteljev pri poučevanju otrok z disleksijo pri pouku glasbe. V metodološkem delu smo uporabili kvalitativno raziskovalno metodo. V raziskavo je bilo vključenih 14 učiteljev na osnovnih šolah, ki učijo glasbeno umetnost. Z analizo intervjujev je bilo ugotovljeno, da je znanje o disleksiji pomanjkljivo, saj se večini zdi, da nimajo usvojenih ustreznih veščin za delo z učenci z disleksijo. Izobraževanj o disleksiji se udeležijo redki, medtem ko so v času študija pridobili zgolj osnovne informacije o tem. Pred zaposlitvijo so učitelji večinoma skopo seznanjeni z informacijami o disleksiji. Zatorej sta nadvse pomembni lastna angažiranost in želja po znanju, ki jo pokažejo. Učenci z disleksijo imajo med seboj različne težave, zato se prilagoditve učiteljev posledično razlikujejo (nekaterim gre npr. odlično pri branju notne partiture, tako prilagoditve na tem področju ne potrebujejo, preostalim pa to povzroča velike težave in učitelj uporabi primerne prilagoditve). Otroci z disleksijo so načeloma uspešni pri pouku glasbene umetnosti, nekateri na določenih področjih tudi izstopajo (tj. npr. poslušalsko, ustvarjalno področje). Večina učiteljev je že predhodno seznanjena o učencu z disleksijo, o čemer jih praviloma obvestijo specialna ali socialna delavka in drugi učitelji, s katerimi pogosto sodelujejo.
Keywords:
učenci z disleksijo
,
glasbena umetnost
,
učitelji
,
prilagoditve
,
lastna angažiranost
,
uspešnost
Place of publishing:
Maribor
Publisher:
[T. Neuvirt]
Year of publishing:
2017
PID:
20.500.12556/DKUM-66079
UDC:
78:37.011.3-051:616.89-008.434.5(043.2)
COBISS.SI-ID:
23255048
NUK URN:
URN:SI:UM:DK:PYPG9IL8
Publication date in DKUM:
28.07.2017
Views:
1881
Downloads:
218
Metadata:
Categories:
PEF
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:
NEUVIRT, Tina, 2017,
Pomen in vloga učitelja pri poučevanju otrok z disleksijo pri pouku glasbe
[online]. Master’s thesis. Maribor : T. Neuvirt. [Accessed 26 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=66079
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Secondary language
Language:
English
Title:
The meaning and role of teacher in teaching children with dyslexia at music classes
Abstract:
In the last years learning disabilities of pupils are an important matter among teachers, profession and parents. Dyslexia is well researched already, since it is affecting reading difficulties, however, dyslexia in accordance with music classes is significantly less researched. The purpose of my master thesis was to research and introduce the characteristics of pupils with dyslexia at music classes and define the role of teachers in teaching children with dyslexia at music classes on the basis of my research. In the methodological part of the paper I used the qualitative research method. My research includes 14 primary school teachers who teach music art. The interview analysis showed that the knowledge about dyslexia is insufficient, since most think that they did not acquire the necessary skills to work with pupils with dyslexia. Only few take part in dyslexia trainings, while during their studies they acquired only basic information about this disability. Prior to being employed, teachers have poor knowledge about dyslexia, therefore their own engagement and learning motivation are very important. The difficulties among pupils with dyslexia are different, hence why the adjustments of teachers are also different (i.e. some pupils are excellent in reading musical scores and do not need any adjustment in this field, while others have big problems with it and teachers need to adapt appropriate adjustments). Overall, children with dyslexia are successful in music art classes, some are also outstanding (i.e. in the listening or craft field). Most teachers are informed about pupils with dyslexia beforehand by the special or social worker and other teachers with whom they often collaborate.
Keywords:
pupils with dyslexia
,
musical art
,
teachers
,
adjustments
,
own engagement
,
successfulness
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