Strukturalna analiza samoodločanja pri dijakih s posebnimi potrebami in dijakih brez posebnih potreb v srednjih poklicnih in strokovnih šolah

Licardo, Marta

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Title:	Strukturalna analiza samoodločanja pri dijakih s posebnimi potrebami in dijakih brez posebnih potreb v srednjih poklicnih in strokovnih šolah
Authors:	ID Licardo, Marta (Author) ID Schmidt Krajnc, Majda (Mentor) More about this mentor... ID Bakračevič, Karin (Comentor)
Files:	DOK_Licardo_Marta_2015.pdf (3,54 MB) MD5: 10FE0DEF91B1AB4A194A7A88C732D3C4
Language:	Slovenian
Work type:	Dissertation
Typology:	2.08 - Doctoral Dissertation
Organization:	FF - Faculty of Arts
Abstract:	V doktorski nalogi se ukvarjamo s samoodločanjem, zlasti pri dijakih z učnimi težavami. Skozi raziskovalno delo iščemo sinergijo med problemi, s katerimi se soočamo v procesih inkluzije za to populacijo dijakov, in možnostmi, ki jih ponuja samoodločanje za bolj uspešno spoprijemanje s problemi, ki se porajajo. V teoretičnem delu predstavljamo kratek zgodovinski pregled nastanka teorij ter različne teoretične pristope in avtorje. Raziskovanje samoodločanja na teoretični in empirični ravni ponuja široke možnosti uporabe v praksi, in kot kažejo raziskave, lahko bistveno pripomore k bolj uspešnemu doseganju ciljev, višjemu šolskemu uspehu, uspešnejšemu prehodu na trg dela. Samoodločanje je po funkcionalnem modelu veščina, ki se je lahko naučimo z učenjem veščin izbiranja, odločanja, reševanja problemov, zastavljanja in doseganja ciljev ter drugih veščin, kot so samoopazovanje, samovrednotenje, spodbujanje sebe, samozavedanje, opolnomočenje in samozagovorništvo. Za spodbujanje samoodločanja pri dijakih s posebnimi potrebami potrebujemo tudi ustrezno šolsko okolje, ki s svojimi vrednotami in odprtostjo to omogoča in podpira. V empiričnem delu primerjamo stopnjo samoodločanja med dijaki s posebnimi potrebami in dijaki brez posebnih potreb (N=122), ugotavljamo razlike med spoloma, povezanost med samoodločanjem in učnim uspehom, zaznavanje samoodločanja dijaka s strani učiteljev ter samoodločanje v individualiziranih programih. Ugotovili smo, da dijaki s posebnimi potrebami izkazujejo nižjo stopnjo samoodločanja kot vrstniki (zlasti v izvršilnih funkcijah), da je samoodločanje pomembno povezano s šolskim uspehom, da se zaznave dijakov o njihovem samoodločanju razlikujejo od zaznav učiteljev ter da je treba dijake s posebnimi potrebami spodbujati v proaktivni komunikaciji, samostojnem učenju, izvršilnih funkcijah in večji stopnji vključenosti v proces individualiziranega programa.
Keywords:	samoodločanje, dijaki s posebnimi potrebami, učne težave, inkluzija
Place of publishing:	[Maribor
Publisher:	M. Licardo]
Year of publishing:	2015
PID:	20.500.12556/DKUM-47634-254e3090-f98a-cd24-5c91-98d3eec1ce39
UDC:	37.015:373.5(043.3)
COBISS.SI-ID:	21267464
NUK URN:	URN:SI:UM:DK:3ZBQMMFI
Publication date in DKUM:	30.03.2015
Views:	3159
Downloads:	544
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	Structural analysis of self-determination in students with special needs and without special needs in vocational education and training
Abstract:	This doctoral thesis focuses on self-determination, especially for high school students with learning disabilities. Our research work represents a search for synergy between problems that we face in inclusion processes for this population of students, and possibilities for better coping with problems that emerge during these processes. In the theoretical part a short historical overview is presented, together with different theoretical approaches and authors. The research of self-determination on the theoretical and empirical levels offers a wide range of possibilities for practical applications. Much research indicates that self-determination can be helpful in successful goal attainment, higher academic performance, and successful transition to the labour market. According to the functional model, self-determination is a skill which can be learned through choice, decision making, problem solving, goal planning, goal reaching as well as other skills like self-observation, self-evaluation, self-reinforcement, self-awareness, empowerment, and self-advocacy. We also need an appropriate school environment to promote self-determination in students with special needs, which enables self-determination through its values and open mindedness. In our empirical research the self-determination level between students with and without special needs is compared (N=122), and we also focus on gender differences, the correlation between self-determination and school performance, observation of student self-determination by teachers, and self-determination in individualized education plans. Our research indicates that students with special needs have a lower level of self-determination than their peers (especially in executive functions). Self-determination and school success are directly correlated, our observation of student self-determination differs between teachers and students, and finally, proactive communication, independent learning, executive functions, and a higher level of inclusion in individualized education plans should be promoted in students with special needs.
Keywords:	self-determination, students with special needs, learning disabilities, inclusion

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