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Title:DIDAKTIČNI PROSTOPI UČITELJEV DRUGEGA VZGOJNO-IZOBRAŽEVALNEGA OBDOBJA V INKLUZIVNIH RAZREDIH
Authors:ID Forjanič Čantala, Sandra (Author)
ID Ivanuš-Grmek, Milena (Mentor) More about this mentor... New window
Files:.pdf MAG_Forjanic_Cantala_Sandra_2015.pdf (1,32 MB)
MD5: AEE07E02D940F8E0723A4C2B95AF598B
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V večino slovenskih osnovnih šol so v sodobnem času vključeni tudi učenci s posebnimi potrebami. Taka oblika šolanja se imenuje inkluzija. (Schmidt, 2001, str. 13–14) Inkluzija v vzgoji in izobraževanju je dolgotrajen proces. Učitelji morajo spremeniti svoje poučevanje, svoje poglede na vzgojo in stopiti z že ustaljenih tirnic. (Kavkler, 2008) V magistrskem delu smo proučevali didaktične pristope učiteljev drugega vzgojno-izobraževalnega obdobja v inkluzivnih razredih. V prvem delu naloge smo predstavili, kako pojem inkluzija razlagajo različni avtorji. Glede na 2. člen (Opredelitev otrok s posebnimi potrebami) Zakona o usmerjanju otrok s posebnimi potrebami (2011) smo opredelili učence s posebnimi potrebami. Posamezne kategorije učencev s posebnimi potrebami smo posebej predstavili in opisali njihove značilnosti. Razložili smo, kako potekata vzgoja in izobraževanje teh učencev ter predstavili prilagoditve in didaktične pristope za vsako kategorijo učencev posebej. Preučili smo tudi individualizirano delo za otroke s posebnimi potrebami ter na podlagi Bele knjige proučili, kako je potrebno delati oz. kaj pripraviti za take otroke. Del prvega dela naloge smo namenili tudi predstavitvi teoretičnih izhodišč o izkustvenem učenju. Razložili smo pomen izkustvenega učenja in predstavili metode izkustvenega učenja. Posebno pozornost smo namenili izkustvenemu učenju pri otrocih s posebnimi potrebami. V drugem delu predstavljamo izsledke empirične raziskave o uporabi didaktičnih pristopov učiteljev drugega vzgojno-izobraževalnega obdobja v inkluzivnih razredih ter njihove uporabe izkustvenega pouka pri delu z učenci. Zanimalo nas je, katere didaktične pristope uporabljajo učitelji, kako prilagajajo in individualizirajo delo za učence s posebnimi potrebami in na kakšen način se poslužujejo izkustvenega učenja. Pri tem smo namenili pozornost učiteljem drugega vzgojno-izobraževalnega obdobja z različnim številom let dela v vzgoji in izobraževanju, primerjali smo učitelje glede na lokacijo šole, na kateri poučujejo, glede na število učencev v oddelku in glede na število učencev s posebnimi potrebami v oddelku. V raziskavi smo uporabili deskriptivno in kavzalno-neeksperimentalno metodo empiričnega pedagoškega raziskovanja. Podatki so bili pridobljeni in zbrani s pomočjo spletnih anketnih vprašalnikov med pomurskimi učitelji drugega vzgojno-izobraževalnega obdobja. Ugotovili smo, da učitelji drugega vzgojno-izobraževalnega obdobja uporabljajo veliko didaktičnih pristopov v inkluzivnih razredih. Učencem s posebnimi potrebami pomagajo na podobne načine in na podoben način individualizirajo delo. Večina učiteljev je mnenja, da je izkustveno učenje koristno za vse učence, zato se ga tudi v večji ali manjši meri poslužujejo vsi anketirani učitelji.
Keywords:inkluzija, učenci s posebnimi potrebami, didaktični pristopi, prilagoditve pouka, individualizirano delo, izkustven pouk.
Place of publishing:Maribor
Publisher:[S. Forjanič Čantala]
Year of publishing:2015
PID:20.500.12556/DKUM-55633 New window
UDC:376(043.2)
COBISS.SI-ID:21854216 New window
NUK URN:URN:SI:UM:DK:WRQBPUHF
Publication date in DKUM:19.01.2016
Views:2875
Downloads:277
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:DIDACTICAL APPROACHES OF THE SECOND EDUCATIONAL PERIOD TEACHERS IN INCLUSIVE CLASSES
Abstract:Most of contemporary Slovenian primary schools include pupils with special needs. This kind of education is called inclusion. (Schmidt, 2001, p. 13, 14) Inclusion is a long - termed process. The teachers have to change their teaching methods, as well as their view on education and find different approaches. (Kavkler 2008) In this master's thesis we studied teacher's approach of the second triad in inclusive classes. In the first part of the thesis we introduced the term inclusion by different authors. According to the 2nd rule of law (Estimation of the children with special needs) law of placement of children with special needs (2011), we defined these children. We described individual categories of children with special needs and their characteristics. We explained how education of these pupils takes place, we studied didactical approaches and adjustments for each individual group. We also studied individualized work with special needs children according to the White Paper on Education. There are some theoretical views and how to prepare for them. In the first part of the thesis we presented theoretical points of experimental learning. We explained experimental learning and presented methods. We gave special attention to the experimental learning of children with special needs. In the second part we presented findings of empirical research on use of didactical approaches of second triad teachers in inclusive classes and their use of inclusive learning. We gave some attention to teachers of the second triad with different work experience, location of school, number of pupils in the class and number of pupils with special needs. In this research we used descriptive and causal nonexperimental method of empirical pedagogical research. We collected data with the help of online questionnaires, among teachers of the second triad in Pomurje. We found out that teachers use a lot of different didactical approaches in inclusive classes. They help pupils in similar ways and similar individualisation. Teachers' opinion on inclusive learning is that it is useful for all pupils and most of the teachers use it.
Keywords:inclusion, children with special needs, didactical approaches, class adjustments, individualized work, experimental lessons


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