Samopodoba otrok s posebnimi potrebami in otrok brez posebnih potreb v osnovni šoli

Potočnik, Ksenija

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Title:	Samopodoba otrok s posebnimi potrebami in otrok brez posebnih potreb v osnovni šoli
Authors:	ID Potočnik, Ksenija (Author) ID SCHMIDT, MAJDA (Mentor) More about this mentor...
Files:	UNI_Potocnik_Ksenija_2009.pdf (1,46 MB) MD5: 4A2F44A8C3BCBEE7DEE733E7EB8C4C36 PID: 20.500.12556/dkum/8dafdf1d-5120-422e-af9a-65d647e2e5ad
Language:	Slovenian
Work type:	Undergraduate thesis
Organization:	FF - Faculty of Arts
Abstract:	Teoretičen del diplomske naloge se izhodiščno nanaša na družino, znotraj katere so otroci deležni prvih življenjskih izkušenj. Mnoge osebnostne poteze se namreč oblikujejo že v prvih letih življenja in tako iz odnosov z najbližjimi osebami v družini izvirajo tudi prve čustvene in socialne izkušnje otroka. Občutek sprejetosti in podpore v družini pozitivno vpliva na otrokovo samopodobo, pomanjkanje tega občutka pa lahko močno okrni možnosti za razvoj njegove pozitivne samopodobe. Diplomsko delo naveže pojem samopodobe tudi na otroke s posebnimi potrebami. Zanima nas, če obstajajo razlike v samopodobi otrok s posebnimi potrebami in otrok brez posebnih potreb v OŠ. Z vstopom v šolo pridobi na pomenu poleg socialne in telesne samopodobe tudi posebna dimenzija samopodobe, imenovana akademska samopodoba. Poglavje v našem delu je tako namenjeno tudi vzgoji in izobraževanju otrok s posebnimi potrebami v Sloveniji. Tukaj smo izpostavili tudi danes naraščajoč konsenz vključevanja otrok s posebnimi potrebami v redne OŠ in prednosti ter slabosti le-tega. Empirični del diplomske naloge se nanaša na rezultate, pridobljene z anketnim vprašalnikom avtorjev Cambra in Silvestre (2003), povzetim po Schmidt in Čagran (2006). Lestvico sestavlja 23 trditev, ki se nanašajo na akademsko, socialno in telesno dimenzijo samopodobe. Vprašalnik je bil opravljen na vzorcu učencev tretje triade rednih osnovnih šol in osnovnih šol s prilagojenih programov, in sicer 144 učencev iz rednih OŠ in 54 učencev iz šol s prilagojenim programom. Med rednimi osnovnimi šolami smo v vzorec zajeli učence OŠ pod goro Slov. Konjice in OŠ Kebelj. Med osnovnimi šolami s prilagojenim programom pa so v raziskavi sodelovali učenci OŠ V parku Slov. Konjice, OŠ Minke Namestnik Slov. Bistrica in OŠ Gustava Šiliha Maribor.
Keywords:	družina, samopodoba, identiteta, akademska samopodoba, telesna samopodoba, socialna ali medosebna samopodoba, mladostniki, otroci s posebnimi potrebami, integracija, inkluzija, redne OŠ, OŠ s prilagojenim programom.
Place of publishing:	Maribor
Publisher:	[K. Potočnik]
Year of publishing:	2009
PID:	20.500.12556/DKUM-12660
UDC:	159.9(043.2)
COBISS.SI-ID:	17338632
NUK URN:	URN:SI:UM:DK:HFX8M0I2
Publication date in DKUM:	06.01.2010
Views:	7210
Downloads:	1706
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	Self concept of children with special needs and those without special needs in primary schools
Abstract:	The theoretical part of the thesis focuses on family that provides children with first life experiences. In fact, many of child's personality characteristics develop in his first years. Therefore, child's first emotional and social experiences originate from relationships with his family members. The feeling of acceptance and support from the family positively influence the child's self-image, however, the lack of this feeling can hinder the possibilities for the development of child's positive self-image. The thesis also touches upon the subject of self-image regarding special needs children. In fact, the thesis examines the possible differences in self-image of special needs pupils opposed to other primary school children. Apart from social and physical self-image, the entry into primary school marks the appearance and importance of yet another type of self-concept, namely the academic self-image. The chapter of the thesis is thus devoted to education of special needs children in Slovenia. This chapter highlights the growing notion concerning the integration of special needs children into mainstream primary schools, and examines the advantages as well as disadvantages of this concept. The empirical section of the thesis focuses on results obtained by Schmidt in Čagran’s questionnaire from year 2006, which is based on Cambra in Silvestre’s questionnaire dating back to year 2003. The scale comprises of 23 statements, which observe academic, social and physical components of self-image. The questionnaire was completed by 144 pupils attending the third cycle of mainstream primary schools and 54 pupils from schools with special curriculum. The former pupils are schooled at Primary School Pod Goro Slovenske Konjice and Primary School Kebelj whereas the latter pupils attend Primary School V parku Slovenske Konjice, Primary School Minka Namestnik-Sonja Slovenska Bistrica and Primary School Gustav Šilih Maribor.
Keywords:	family, self-image, identity, physical self-image, social or interpersonal self-image, academic self-image, youngsters, special needs children, education of special needs children, integration, inclusion, mainstream primary school, primary school with special curriculum.

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