Prilagoditve učnega okolja kot dejavnik uspešnosti učencev s posebnimi potrebami v inkluzivni šoli

Štritof, Renata

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Title:	Prilagoditve učnega okolja kot dejavnik uspešnosti učencev s posebnimi potrebami v inkluzivni šoli
Authors:	ID Štritof, Renata (Author) ID Ivanuš-Grmek, Milena (Mentor) More about this mentor...
Files:	MAG_Stritof_Renata_2015.pdf (731,89 KB) MD5: 7CAE232FB322053C07E50A5E967B7E63
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Učitelj v inkluzivni šoli s soustvarjanjem učinkovitega učnega okolja in prilagajanjem pouka učenčevim posebnim vzgojno-izobraževalnim potrebam omogoča učencem s posebnimi potrebami uspešno učenje in optimalni razvoj njegovih potencialov. Učenci s posebnimi potrebami, ki so usmerjeni v program s prilagojenim izvajanjem in dodatno strokovno pomočjo, se v skladu z Zakonom o usmerjanju otrok s posebnimi potrebami (2011) prilagodi organizacija pouka in časa, izvajanje pouka in način preverjanja ter ocenjevanja. Namen magistrskega dela je preučiti prilagoditve učnega okolja kot dejavnik uspešnosti pri učencih s posebnimi potrebami. Zaradi pomembne in odgovorne vloge učitelja v inkluzivni šoli smo raziskovali soustvarjanje in prilagajanje učnega okolja pri učiteljih za učence s posebnimi potrebami ter ugotavljali stališča učiteljev do dejavnikov uspešnosti. Statistično so bili kontrolirani dodatna usposobljenost za delo z učenci s posebnimi potrebami, stopnja, na kateri učitelji poučujejo in delovne izkušnje na področju vzgoje in izobraževanja. Osredotočili smo se predvsem na dodatna znanja za delo z učenci s posebnimi potrebami, saj naj bi bil učitelj, ki ima ustrezna znanja in veščine za delo z učenci s posebnimi potrebami, pri delu z njimi uspešnejši (Kavkler, 2002). V raziskavi sta bili uporabljeni deskriptivna in kavzalno-neeksperimentalna metoda empiričnega pedagoškega raziskovanja. Podatki so bili zbrani s pomočjo spletnega anketnega vprašalnika. Na vprašalnik je odgovorilo 280 učiteljev in učiteljic iz slovenskih osnovnih šol. Ugotavljamo, da predvsem učitelji z dodatnimi znanji za delo z učenci s posebnimi potrebami bolj prilagajajo pouk ter soustvarjajo učinkovito učno okolje. Rezultati raziskave pa tudi kažejo, da učitelji prilagoditvam pri organizaciji in pri izvajanju pouka, ki so pomemben del učinkovitega in spodbudnega učnega okolja, ne pripisujejo posebnega pomena za doseganje učne uspešnosti pri učencih s posebnimi potrebami.
Keywords:	učenci s posebnimi potrebami, inkluzivna šola, vloga učitelja, učno okolje, soustvarjanje učinkovitega učnega okolja, prilagoditve, učna uspešnost
Place of publishing:	Maribor
Publisher:	[R. Štritof]
Year of publishing:	2015
PID:	20.500.12556/DKUM-55572
UDC:	376(043.2)
COBISS.SI-ID:	21856520
NUK URN:	URN:SI:UM:DK:7D6KQ0AK
Publication date in DKUM:	14.01.2016
Views:	4483
Downloads:	673
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	Adjustments of the learning environment as a success factor for students with special needs in the inclusive school
Abstract:	A teacher in inclusive school with creating an effective learning environment and adjusting lessons to the special educational needs enables a successful learning and an optimal development of the potentials of children with special needs. Children with special needs who are educated in the education program with modified implementation and additional professional help have in compliance with the Placement of Children with Special Needs Act (2011) provided adjustments in organising lessons and time, implementing lessons, examination and assessment. The aim of Master's thesis is to study the modifications of learning environment as a success factor for children with special needs. Due to an important and responsible role of a teacher in inclusive school we researched the way teachers modify and adjust the learning environment to the children with special needs and tried to establish the teachers’ point of view of the success factors. We statistically controlled the additional qualification to work with children with special needs, the level of education, on which the teachers are teaching, and work experience in the field of upbringing and education. We focused particularly on additional knowledge for working with children with special needs, since teachers who possess the suitable knowledge and skills for educating special needs children are supposed to be more successful at their work (Kavkler, 2002). For this research the descriptive and causal-non-experimental methods of pedagogical research were used. The data were collected with the help of an online survey. 280 teachers from Slovenian school responded to the survey. We found out that primarily the teachers with additional knowledge of working with children with special needs adjust lessons and create effective learning environments. The results of the research also show that teachers do not assign a special importance for the learning success of children with special needs to adjustments in organising and implementing lessons, which indeed are an important part of the effective and stimulative learning environment.
Keywords:	children with special needs, inclusive school, teacher's role, learning environment, creating effective learning environment, adjustments, learning success

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