20.500.12556/DKUM-52408 Učne navade dijakov s posebnimi potrebami v programu nižjega poklicnega izobraževanja Learning habits of students with special needs in short-term vocational education program Temeljna spoznanja in emirične raziskave opozarjajo, da med dijaki s posebnimi potrebami in dijaki brez le-teh obstajajo statistično pomembne razlike na štirih področjih učnih navad, in sicer: na področju motivacije, na področju učenja in učnih tehnik, na čustvenem področju ter na socialnem področju. Med zaskrbljujočimi ugotovitvami, povezanimi z učnimi navadami, posebej izpostavljamo dejstvo, da dijake s posebnimi potrebami v programih nižjega poklicnega izobraževanja v naši študiji zaznavamo kot manj učinkovite in manj kompetentne za spoprijemanje z učnimi in delovnimi nalogami. Ti dijaki ne poznajo učinkovitih načinov in strategij za uspešnejše učenje, kar jih ob neuspehih vodi do občutij frustracije in nemoči. Da bi nižje poklicne šole lahko predstavljale kakovostna, učinkovita in podporna vzgojno-izobraževalna okolja za dijake s posebnimi potrebami (posebej za tiste kognitivnimi težavami), bi morale razviti modele učenja/poučevanja, ki predstavljajo dobro alternativo glede na tradicionalno usmerjene vzgojno-izobraževalne pristope. The basic findings of empirical research emphasize that statistically significant differences between students with special needs and students without special needs exist in four areas of learning habits: motivational area, area of learning and learning techniques, affective area, and the social area. Among the troublesome findings in connection with learning habits we especially expose the fact that students with special needs are perceived as less effective and less competent for coping with learning and work tasks in short-term vocational education programs. These students are not familiar with effective waysand strategies for successfull learning, which leads to the fellings of frustration and helplessness in case of failure. For short-term vocational schools to enable quality, effective and supportive educational environment for students with special needs (especially for those with cognitive disabilities), they should develop learning/teaching models which provide a potencially powerful alternative to a traditionally directed teaching approaches. vzgoja in izobraževanje poklicno in strokovno izobraževanje dijaki s posebnimi potrebami integracija učne navade education vocational education students with special needs integration learning habits true true true Slovensko društvo raziskovalcev šolskega polja Slovenski jezik Angleški jezik Znanstveno delo 2015-07-10 17:35:47 2015-07-10 17:35:47 2025-04-08 12:32:16 2019-07-11 07:44:07 2010 0 Ljubljana 0 str. 127-145 št. 1/2 Letn. 21 2010 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376 122842112 17782536 1581-6036 URN:SI:UM:DK:PLAYTU9W http://www.dlib.si/details/URN:NBN:SI:DOC-JQI4DDRA 1 https://dk.um.si/Dokument.php?lang=slv&id=76968 Pedagoška fakulteta 0 0 0