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Title:DELO Z GLUHIMI IN NAGLUŠNIMI UČENCI V PRILAGOJENEM IZOBRAŽEVALNEM PROGRAMU Z ENAKOVREDNIM IZOBRAZBENIM STANDARDOM PRI POUKU GLASBENE VZGOJE V DEVETLETNI OSNOVNI ŠOLI
Authors:ID Kračun, Kristina (Author)
ID Črčinovič Rozman, Janja (Mentor) More about this mentor... New window
ID Kovačič, Bojan (Comentor)
Files:.pdf UNI_Kracun_Kristina_2013.pdf (1,86 MB)
MD5: DA744855398713F84A5C2CEE7E656C13
PID: 20.500.12556/dkum/f385cf81-20c0-4153-b573-b3946d83d3e0
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:V diplomski nalogi z naslovom Delo z gluhimi in naglušnimi učenci v prilagojenem izobraževalnem programu z enakovrednim izobrazbenim standardom pri pouku glasbene vzgoje v devetletni osnovni šoli je opisan problem gluhih in naglušnih oseb v vzgojno-izobraževalnem programu. Osebam z motnjo sluha Zakonodaja o šolstvu in Zakonodaja o usmerjanju otrok s posebnimi potrebami omogoča individualno pomoč pri predmetih, ki učencem z motnjo sluha predstavlja večje ovire pri doseganju minimalnih standardov znanja. Diplomska naloga je sestavljena iz teoretičnega dela, kjer so opisane značilnosti gluhih in naglušnih oseb, vzgojno-izobraževalna integracija in inkluzija ter nekaj napotkov za delo z gluhimi in naglušnimi pri pouku glasbene vzgoje, v praktičnem delu pa smo želeli ugotoviti in raziskati, ali je ob sedanju zakonodaji doseganje vseh ciljev pri izvajanju aktivnosti možno. Pri raziskovanju smo uporabili študijo primera. Ko gluh otrok prične z izobraževalnim procesom, je stik z glasbo lahko zanj izemno težak. Pri glasbeni vzgoji namreč prevladuje izražanje glasbe, česar pa od gluhe osebe ne moremo pričakovati. Zato je potrebno glasbene aktivnosti močno prilagoditi. Gluhi učenec pri glasbenih aktivnostih lahko sodeluje na različne načine:z ustvarjanjem ritmičnih in melodičnih vzorcev, spoznavanju ljudskih glasbil in ustvarjanju le-teh, itn. Te aktivnosti je mogoče izvajati pri individualnem pouku, marsikatero pa je mogoče tudi združiti z glasbeno vzgojo v razredu pri rednem pouku.
Keywords:Glasba, gluhi, vzgoja, izobraževanje, glasbene aktivnosti, priporočila
Place of publishing:Maribor
Publisher:[K. Kračun]
Year of publishing:2013
PID:20.500.12556/DKUM-39405 New window
UDC:78(043.2)
COBISS.SI-ID:19629320 New window
NUK URN:URN:SI:UM:DK:QN3TO00Y
Publication date in DKUM:29.01.2013
Views:3459
Downloads:578
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:WORKING WITH DEAF AND HEARNING IMPAIRED CHILDREN INVOLVED IN A SPECIAL EDUCATIONAL PROGRAMME WITH EQUVIVALENT STANDARDS IN MUSIC CLASSES IN NINE-YEAR PRIMARY SCHOOL
Abstract:In my diploma work with the title “Working with deaf and hearing impaired children involved in a special educational programme with equivalent standards in music classes” I am dealing with problems deaf and hearing-impaired children face in the educational programme. According to the education legislation and the Placement of children with special needs Act, children with hearing disorder are provided with additional professional assistance in those subjects, where their deficiency prevents them to achieve minimal standards of knowledge. My diploma work consists of the theoretical part, which introduces the characteristics of deaf children and those with hearing impairment, the integration and inclusion of those children into the educational programme and some instructions for the work with those children in music lessons. In the practical part we wanted to research and find out whether the present legislation enables the achievement of all the goals while carrying out activities. The study of an example was used in the research. Deaf children face extreme difficulties when they get in touch with music at the beginning of their educational process. In music namely, such skills as singing and listening are predominant, which a deaf person is not expected to practise. Therefore, musical activities must be strongly adapted. In music lessons deaf children can participate in creating rhythmic patterns, melodious patterns, in learning about various folk instruments, in accompanying musical instruments with rhythmic ones, as well as in accompanying the singing choir with rhythmic instruments and other activities. All the above-mentioned activities can be carried out in individual lessons; many of them can be integrated into regular music lessons.
Keywords:Music, deaf children, education, musical activities, recommendations


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