20.500.12556/DKUM-15468 Poznavanje avtizma in stališča osnovnošolskih učiteljev do vključevanja otrok s spektroavtistično motnjo v redno osnovno šolo Knowledge of autism and opinions of primary school teachers about the inclusion of children with autism spectrum disorder in regular primary school Diplomsko delo govori o avtizmu, ki je nevro-razvojna, vseživljenjska motnja z značilnimi vzorci vedenja, ki prizadenejo osebnostno, predvsem pa socialno funkcioniranje prizadete osebe. Znanstveniki do danes še niso odkrili natančnega vzroka za nastanek motnje, prav tako niso odkrili možnega zdravila. Preučevanje avtizma pa se je močno poglobilo in se usmerilo predvsem v razumevanje motnje in v nudenje pomoči osebam, predvsem otrokom z avtizmom. Teoretični del diplomske naloge se torej posveča predvsem teoriji, ki je do danes znana, o tej kompleksni, vseživljenjski motnji, ki jo strokovnjaki imenujejo spektroavtistična motnja. Osredotočamo se predvsem na zgodovino avtizma, značilnosti avtizma in Aspergerjevega sindroma, ki je tako imenovani viskofunkcionalni avtizem, na možne vzroke za nastanek, na pomembnost zgodnje obravnave in diagnostike ter predvsem na pomen učenja otrok s spektroavtistično motnjo za čim bolj samostojno življenje in delo. V nadaljevanju teoretičnega dela se posvetimo še stališčem, in sicer nas zanima, kako se stališča sploh oblikujejo, na kakšen način jih ugotavljamo in merimo, predvsem pa kakšen vpliv imajo stališča na posameznikovo obnašanje. Pri vsem tem nas zanimajo stališča, ki jih ljudje, predvsem tisti, s katerimi avtisti prihajajo v stik, oblikujemo do te motnje. Pomembno je, da motnjo čim bolj poznamo in da stališča gradimo na znanju in ne na stereotipih. V empiričnem delu diplomske naloge smo izvedli raziskavo, s katero smo želeli izvedeti, kakšno je poznavanje avtizma med osnovnošolskimi učitelji ter kakšna so njihova stališča do vključevanja teh otrok v redno osnovno šolo. Zanimalo nas je predvsem, koliko učitelji poznajo vzroke za nastanek avtizma in splošne značilnosti te motnje, v kolikšni meri so učitelji zadovoljni s svojim znanjem o avtizmu in kakšna so njihova stališča do vključitve avtistov v njihove razrede. The topic of the following Diploma assignment is autism, which is a life-long disorder of neural development and is characterised by specific behaviour patterns, which affect the personality and social functioning of the person affected. Up to this date, the scientists have not yet managed to discover the real reasons for the development of such disorder, and there is no known cure. However, autism studies have become more in-depth and directed towards understanding the disorder and providing assistance to persons with autism, mainly children. Therefore, the theoretical part of the Diploma assignment mainly describes the currently existing theory on this complex life-long disorder, which is referred to by the experts as the autism spectrum disorder. This part focuses on the history of autism, characteristics of autism and the Asperger syndrome, which is the so called high-functioning autism, the possible reasons for the development of the relevant disorder, and the importance of early diagnosis and treatment. Moreover, it also presents the importance of teaching children with autism spectrum disorder how to live and work as independently as possible. To continue, account is also taken of the standpoints. Namely, we are interested in the development of standpoints, how we identify and measure them. But most of all, we are interested in the effect that such standpoints may have on the behaviour of an individual. Here, we study the standpoints of people, mainly those who are in contact with autistic persons, towards this disorder. It is important that we are familiar with the disorder and create our standpoints based on knowledge and not stereotypes. The empirical part of the Diploma assignment comprises a research conducted in order to assess the knowledge of elementary school teachers on the subject of autism and their standpoints towards including such children in regular elementary school education. We want to establish the extent of the teachers' knowledge on the reasons for the development of autism and the general characteristics of this disorder, and the level of their satisfaction with their own knowledge. In addition, we are also interested in their standpoints towards including autistic children in their classes. avtizem spektroravtistična motnja Aspergerjev sindrom stališča učitelji autism autism spectrum disorder Asperger syndrome standpoints teachers true true false [A.B. Kurnik] Slovenski jezik Angleški jezik Diplomsko delo 2010-09-08 22:03:42 2010-10-25 13:12:17 2022-04-12 22:52:14 2023-12-19 03:16:29 2010 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 159.9(043.2) 17940744 URN:SI:UM:DK:FKESSCOG UNI_Kurnik_Anja_-_Biljana_2010.pdf UNI_Kurnik_Anja_-_Biljana_2010.pdf 1 CD9F231DD34E606A67D5488A59FF81EF 3df82c6cd75cbbaa5080a872101e81f6dc43d820013dca7acb58132c65190e36 662c0d8b-7c04-11eb-bb7a-00155d0001ca 20.500.12556/dkum/c941f31f-ad23-4fc5-a93f-de76e2b40e40 https://dk.um.si/Dokument.php?lang=slv&id=17016 Filozofska fakulteta 0 0 0