TRENING SOCIALNIH VEŠČIN PRI UČENCIH Z MOTNJO V DUŠEVNEM RAZVOJU

Lajmsner, Tjaša; Okorn, Anja

| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

First page > Show document

Show document

Title:	TRENING SOCIALNIH VEŠČIN PRI UČENCIH Z MOTNJO V DUŠEVNEM RAZVOJU
Authors:	ID Lajmsner, Tjaša (Author) ID Okorn, Anja (Author) ID Košir, Katja (Mentor) More about this mentor... ID Naterer, Andrej (Comentor)
Files:	MAG_Okorn_Anja_2015.pdf (2,86 MB) MD5: 30227673D5013AC3B66762C5A2B28903
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Pojem motnje v duševnem razvoju se nanaša na stanje intelektualnega in splošno socialnega funkcioniranja posameznika. Učenci z motnjo v duševnem razvoju so tako zaradi umskih oslabitev manj socialno kompetentni. Njihove socialne spretnosti so slabše in kažejo več motečih problematičnih vedenj, zato potrebujejo učenje socialnih veščin, ki jim omogočijo lažjo vključitev v širše socialno okolje. Ker se njihove socialne spretnosti lahko skozi čas izboljšajo, če so jim zagotovljeni primeren trening in priložnosti, sva pri učencih z lažjo motnjo v duševnem razvoju izvedli trening socialnih veščin, in sicer v 6. razredu osnovne šole s prilagojenim programom, v katerem je 7 učencev, starih od 12 do 14 let. Trening sva izvedli v obliki delavnic, s katerimi so učenci pridobivali veščine na področju izražanja in razumevanja emocij, samokontrole, komuniciranja, reševanja konfliktov, primernega in neprimernega vedenja, medsebojnih odnosov ter na področju samovrednotenja. Glavni namen magistrske naloge je bil preučiti socialne odnose in spretnosti pri učencih z motnjo v duševnem razvoju ter s treningom socialnih veščin vsaj nekoliko prispevati k izboljšanju njihovih socialnih veščin in odnosov ter analizirati in evalvirati izvedbo treninga socialnih veščin pri omenjenih učencih. Raziskovanje temelji na kombiniranju kvalitativnih in kvantitativnih tehnik pridobivanja podatkov. Podatke sva pridobivali s pomočjo samoocenjevalnega vprašalnika, opazovanja z udeležbo, delno strukturiranega intervjuja z učitelji in evalvacijskega vprašalnika za udeležence. Na podlagi pridobljenih podatkov in analiz sva ugotovili, da so se tekom šolskega leta pokazale pozitivne spremembe in napredek na področju socialnih veščin pri učencih z lažjo motnjo v duševnem razvoju. Izvedbo treninga socialnih veščin pri omenjenih učencih ocenjujeva kot uspešno in učinkovito. Trening socialnih veščin se je tako izkazal kot primerna in učinkovita oblika pomoči učencem z motnjo v duševnem razvoju.
Keywords:	Motnja v duševnem razvoju, socialne veščine, trening socialnih veščin, socialni odnosi, evalvacija.
Place of publishing:	Maribor
Publisher:	[T. Lajmsner
Year of publishing:	2015
PID:	20.500.12556/DKUM-54009
UDC:	37.015.3:159.922.76-056.313(043.2)
COBISS.SI-ID:	21649160
NUK URN:	URN:SI:UM:DK:0QYT3SNU
Publication date in DKUM:	22.10.2015
Views:	6336
Downloads:	1049
Metadata:
Categories:	FF
:	Copy citation

Average score:	(0 votes)
Your score:	Voting is allowed only for logged in users.
Share:

Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

Secondary language

Language:	English
Title:	SOCIAL SKILS TRAINING FOR STUDENTS WITH INTELECTUAL DISABILITES
Abstract:	The term intellectual disability refers to the state of the individual’s intellectual and general social functioning. Because of the decline in mental ability, students with intellectual disabilities have a lower level of social competences. These students have poor social skills and exhibit more disruptive behaviour problems. Since social skills allow the students to integrate in a wider social environment, they need social skills training. In time, the students’ social skills can improve, provided they receive the appropriate training and opportunities. For the purpose of this thesis, a social skills training was conducted on students with a mild intellectual disability. The participants were seven students, ages between 12 and 14, which attend the sixth grade of a primary school for children with special needs. The training was executed in form of workshops, where the students acquired skills in expressing and understanding emotions, self-control, communication, problem solving, appropriate and inappropriate behaviour, human relations and self-evaluation. The main aim of this master’s thesis was to research social relations and skills in students with intellectual disabilities. Moreover, the aim was to contribute to improving the students’ social skills and relations with the social skills training, and to analyse and evaluate the execution of the social skills training on these students. The study is based on the combination of qualitative and quantitative methods of data collection. The data was gathered with the help of a self-evaluation questionnaire, partaking and observing, a semi-structured interview with the teachers, and an evaluation questionnaire for the participants. The data and analysis have proven that, throughout the school year, students with a mild intellectual disability have made positive changes and improved their social skills. The execution of the social skills training for these children is estimated successful and effective. The social skills training was proven to be a suitable and effective form of help for students with intellectual disabilities.
Keywords:	Intellectual disability, social skills, social skills training, social relations, evaluation.

Comments

Leave comment

You must log in to leave a comment.

Comments (0)

0 - 0 / 0

There are no comments!

Back