DODATNA STROKOVNA POMOČ ROMSKIM UČENCEM NA DVOJEZIČNI OSNOVNI ŠOLI I LENDAVA

Horvat, Sabina

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Title:	DODATNA STROKOVNA POMOČ ROMSKIM UČENCEM NA DVOJEZIČNI OSNOVNI ŠOLI I LENDAVA
Authors:	ID Horvat, Sabina (Author) ID Javornik Krečič, Marija (Mentor) More about this mentor...
Files:	UNI_Horvat_Sabina_2013.pdf (919,32 KB) MD5: 85EA8FF2D36452A818D8132E7D2B3DD5 PID: 20.500.12556/dkum/dbfff203-1890-4fee-932f-8ef2fc9efa16
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	FF - Faculty of Arts
Abstract:	V diplomski nalogi obravnavamo romske učence, katerih število v osnovnih šolah narašča, pa tudi skrb zanje je močno porasla. S specifičnostmi vzgojno-izobraževalnega dela z romskimi učenci se vse bolj intenzivno ukvarjajo pedagoški in svetovalni delavci šol. V teoretičnem delu diplomske naloge smo predstavili dejavnike, ki so vzrok za učne težave in vplivajo na učno (ne)uspešnost romskih učencev. Ti dejavniki so: nerazumevanje ali slabše razumevanje slovenskega jezika, nižja motivacija za učenje in šolsko delo, nespodbudno domače okolje, slabe učne in delovne navade, slab šolski obisk ter revščina oziroma socialno-ekonomska ogroženost. Nadalje smo predstavili različne oblike pomoči, ki jih šole izvajajo in katerih cilj je, da bi čim več romskih učencev dokončalo šolanje. V empiričnem delu je predstavljena raziskava, ki smo jo izvedli med romskimi učenci na šestih osnovnih šolah v Prekmurju. Namen empiričnega dela je bil raziskati učno uspešnost romskih učencev v osnovni šoli, njihov socialni položaj, njihovo rabo jezika, močna in šibka področja romskih učencev ter oblike pomoči, ki so jih deležni. Pri omenjenih sklopih smo preverjali obstoj razlik glede na spol in starost romskih učencev. V raziskavi je uporabljena deskriptivna in kavzalno neeksperimentalna metoda empiričnega pedagoškega raziskovanja. Rezultati kažejo, da romski učenci, vključeni v raziskavo, govorijo slovensko, vendar imajo kljub temu učne težave pri večini šolskih predmetov. Problem je, da svojega besednega zaklada ne morejo poglabljati, saj se doma in z ostalimi učenci Romi pogovarjajo romsko. Ugotovili smo, da učenci Romi redko ponavljajo razred in da od pouka najpogosteje izostajajo zaradi bolezni. Prav tako smo ugotovili, da so med romskimi in neromskimi učenci dobri odnosi ter da so sošolci do njih prijazni in jim radi pomagajo. Romski učenci so vključeni v različne oblike učne pomoči, ki jih v velikem številu obiskujejo. Ko učne snovi ne razumejo, se obrnejo na različne strokovne delavce, predvsem na učitelja določenega predmeta, razrednika ter na romskega pomočnika.
Keywords:	romski učenci, učne težave, različne oblike pomoči, individualna in skupinska učna pomoč, razrednik, učitelj, svetovalni delavec, učitelj dodatne strokovne pomoči, romski pomočnik.
Place of publishing:	Maribor
Publisher:	[S. Horvat]
Year of publishing:	2013
PID:	20.500.12556/DKUM-39348
UDC:	37(043.2)
COBISS.SI-ID:	19620104
NUK URN:	URN:SI:UM:DK:KNOL4ZZO
Publication date in DKUM:	29.01.2013
Views:	4247
Downloads:	446
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	ADDITIONAL PROFESSIONAL ASSISTANCE FOR ROMA CHILDREN AT THE BILINGUAL PRIMARY SCHOOL LENDAVA
Abstract:	Diploma paper discusses Roma pupils, whose number and care for them are increasing strongly at primary schools. Pedagogic and consultative workers of schools are engaging themselves more and more in specifics of working with the Roma pupils. We introduced factors within theoretical part of the diploma paper, that are a cause for educational problems and that influence on educational (un)successfulness of the Roma pupils. These factors are: incomprehension or worse comprehension of Slovenian, lower motivation for learning and school work, discouraging home environment, bad learning and working habits, low school attendance, and poverty or social-economic endangerment. Further on we introduced different forms of assistance that schools are carrying out, with the goal, that more Roma pupils would complete schooling. The research is introduced within empirical part that was carried out among the Roma pupils at six primary schools in Prekmurje. Objective of the empirical part was to research the didactic successfulness of the Roma pupils at primary school, their social position, the use of language, strong and weak areas, and forms of help they receive. We were examining existence of differences, considering age and gender of the Roma pupils at mentioned parts of the research. Methods of the empirical and pedagogic exploration, used in the research, were causally non-experimental and descriptive. Results are indicating that Roma pupils, who participated in the research, speak Slovene, however have learning problems at the majority of school subjects. The problem is that they can not deepen their vocabulary because at home, and among other pupils, they still speak Roma language. We found out that the Roma pupils rarely repeat a class year and they are absent from school mostly because of diseases. We found out as well that there are good attitudes among Roma and other pupils, the classmates are also kind to the Roma pupils and like helping them. The Roma pupils are engaged in different forms of didactic assistance and they are attending it in a large number. Whenever they do not understand the subject matter, they approach different professional workers, especially teachers of certain school subjects, class teachers, or Roma assistant.
Keywords:	Roma pupils, learning problems, different forms of assistance, individual and group learning assistance, class teacher, teacher, consultant worker, teacher of additional professional assistance, Roma assistant.

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