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Title:OTROCI Z DOWNOVIM SINDROMOM NA POTI DO INKLUZIJE
Authors:ID Bernard, Kaja (Author)
ID SCHMIDT, MAJDA (Mentor) More about this mentor... New window
ID Licardo, Marta (Comentor)
Files:.pdf UNI_Bernard_Kaja_2011.pdf (1,18 MB)
MD5: 99EAAF431F9B2E4CF9469FF9CA351E84
PID: 20.500.12556/dkum/4840d6e2-2afc-49f7-bae8-7182290700fc
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:Namen diplomske naloge je bil ugotoviti odnos otrok brez posebnih potreb do otrok z Downovim sindromom, ugotoviti kakšno je mnenje učiteljev in specialnih pedagogov osnovnih šol o inkluziji oziroma integraciji otrok z Downovim sindromom, kakšne dileme in skrbi, povezane z vključevanjem otrok z Downovim sindromom, se pojavijo oziroma jih predvidevajo učitelji in specialni pedagogi ter kako učitelji in specialni pedagogi ocenjujejo nekatere pogoje za inkluzijo otrok z Downovim sindromom v redno osnovno šolo. V prvem delu so navedena teoretična izhodišča, v drugem delu pa so na podlagi anketnega vprašalnika za učence, učitelje in specialne pedagoge predstavljene ovire in težave, s katerimi se otrok z Downovim sindromom lahko sreča v redni osnovni šoli. Rezultati empirične raziskave so pridobljeni z anketnima vprašalnikoma – za otroke brez posebnih potreb ter za učitelje in specialne pedagoge rednih osnovnih šol, ki je bil prilagojen na vzorcu 100 otrok brez posebnih potreb ter 50 učiteljev in 30 specialnih pedagogov rednih osnovnih šol. Rezultati omenjene raziskave so pokazali, da bi večina otrok brez posebnih potreb brez težav v razred sprejela otroka z Downovim sindromom, se z njim spoprijateljila in mu nudila pomoč. Veliko otrok je še neopredeljenih, nekaj otrok pa bi se sošolcu z Downovim sindromom kljub vsemu izognilo in ga ne bi sprejelo med svoje prijatelje. Drugačna slika pa se je pokazala pri učiteljih in specialnih pedagogih rednih osnovnih šol; veliko večino namreč skrbi neposredno delo s takšnim otrokom – menijo, da bi delo z otrokom z Downovim sindromom zanje predstavljajo veliko psihofizično obremenitev, skrbi jih sama priprava na pouk in tudi realizacija le-tega.
Keywords:Downov sindrom, otroci s posebnimi potrebami, integracija, inkluzija. 
Place of publishing:Maribor
Publisher:[K. Bernard]
Year of publishing:2011
PID:20.500.12556/DKUM-21133 New window
UDC:159.9(043.2)
COBISS.SI-ID:18771720 New window
NUK URN:URN:SI:UM:DK:VLSTXGGI
Publication date in DKUM:18.11.2011
Views:6735
Downloads:1326
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:CHILDREN WITH DOWN'S SYNDROME ON THE WAY TO INCLUSION
Abstract:The purpose of this study was to determine the relationship between children without special needs and children with Down syndrome, to determine what are the opinions of teachers and special education teachers in elementary schools on the inclusion and integration of children with Down syndrome, what dilemmas and concerns related to the integration of children with Down syndrome occur and what do teachers and special education teachers think of the conditions for the inclusion of children with Down syndrome in mainstream primary school. The first part of my diploma work provides theoretical frameworks, and the second part, on the basis of a questionnaire for pupils, teachers and special education teachers, presents obstacles and difficulties that a child with Down syndrome can meet in regular primary school classroom. The results of empirical research were obtained through a questionnaire - for children without special needs and for teachers and special education teachers from regular elementary schools. The survey included 100 children without special needs, and 50 teachers and 30 special education teachers from regular elementary schools. The results of the survey showed that most children without special needs, would accept a child with Down syndrome, become friends with him and offer him assistance. Many children are still unspecified. However, some children would avoid a child with Down syndrome and not accept him among his friends. A different picture was presented among teachers and special education teachers in regular elementary schools. The vast majority is concerned when it comes to working directly with such children – they believe that working with a child with Down syndrome represents a lot of physical and mental burden. At the same time they are concerned about the preparation and realization of teaching.
Keywords:Down syndrome, children with special needs, integration, inclusion.


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