20.500.12556/DKUM-84339 Individualizacija dela z dolgotrajno bolnim učencem - študija primera učenca z arnold-chiarijevim sindromom magistrsko delo Individualization of working with a student diagnosed with a long-lasting illness-a study of student with arnold-chiar syndrome V teoretičnem delu so predstavljene prednosti inkluzije, značilnosti vključevanja dolgotrajno bolnih otrok v redno osnovno šolo ter specifične prilagoditve, ki jih potrebujejo otroci s tovrstnimi težavami. Na teoretični ravni so analizirane glavne značilnosti Arnold-Chiarijevega sindroma in individualizacija dela učenca z Arnold-Chiarijevim sindromom. V empiričnem delu je predstavljena študija primera učenca z Arnold-Chiarijevim sindromom (ACS). Podatke smo pridobili s pomočjo intervjujev z učencem z ACS, njegovo razredničarko, specialno pedagoginjo, dvema učiteljema predmetnega pouka in njegovimi družinskimi člani. Ugotovili smo, da učencu prilagoditve zelo koristijo. Ima 4 šolske ure dodatne strokovne pomoči, uporablja računalnik za zapisovanje zapiskov in ima skrajšan urnik. Skrajšan urnik na kvaliteto socialno-emocionalne vključenosti učenca v šolskem okolju ne vpliva. Raziskava je pokazala, da imajo pedagoški delavci največ izzivov pri individualizaciji, kako in na kakšen način določiti obseg učnih vsebin za učenca, ki ima skrajšan urnik. Naloga je pomembna, saj so rezultati pokazali, kako in zakaj je potrebno učencu z ACS individualizirati poučevanje in mu nuditi dodatno strokovno pomoč. Prav tako smo predstavili primere dobre prakse, ki služijo za nadaljnje delo z učenci z ACS. In the theoretical part there are presented the advantages of inclusion, characteristics of including a long-lasting ill child into a regular primary school as well as the specific adjustments that children with those problems have. On the theoretical level the main characteristics of Arnold-Chiar syndrome and individualization of working with a student with that syndrome are analysed. In the empirical part a study of a case about a student with Arnold-Chiar syndrome (ACS) is presented. The data was gained through interviews which were carried out with a student with ACS, his class teacher, the school’s special educator, two of student’s teachers and his family members. We recognised the adjustments made for the student with ASC are very useful. He’s got 4 lessons of additional expert help, he uses the computer to make notes during the lessons and he’s got shorter school timetable although the last adjustment doesn’t influence his social-emotional involvement into the school environment. The research has shown that pedagogical workers have the biggest challenges with individualization in order to determine the scale of the study content for a student with shorter lessons. This thesis is important because the results have shown why and how is an individualization of teaching a student with ASC needed as well as how and why he needs extra expert help. The study also gives some examples of good practice which will help with working with students with ASC.   inkluzija dolgotrajno bolan otrok individualizacija Arnold-Chiarijev sindrom primeri dobre prakse. inclusion long-lasting ill child individualization Arnold-Chiar syndrome examples of good practice true true false T. Zavasnik Slovenski jezik Angleški jezik Magistrsko delo/naloga 2023-05-24 21:50:10 2023-07-13 13:05:50 2023-07-14 03:12:53 0000-00-00 00:00:00 2023 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IV, 86 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376-056.24(043.2) 158535683 MAG_Zavasnik_Teja_2023.pdf MAG_Zavasnik_Teja_2023.pdf 1 3BE49522F43D5876B0900A376CA5B987 34f4938c2432c2f4dd492f1049f086f3d723477acc05dce0976327dbff03cb93 816a0d8b-00be-11ee-a58f-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=167695 Pedagoška fakulteta 0 0 0