Sodelovanje staršev in učitelja pri otrocih s specifičnimi učnimi težavami pri pouku književnosti

Klemenc, Maja

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Title:	Sodelovanje staršev in učitelja pri otrocih s specifičnimi učnimi težavami pri pouku književnosti
Authors:	ID Klemenc, Maja (Author) ID Pulko, Simona (Mentor) More about this mentor...
Files:	MAG_Klemenc_Maja_2017.pdf (1,23 MB) MD5: F4E3BB8B0E4CE6C63ECA895FD052B2F1
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Sodelovanje med učiteljem in starši je pomembno za vse otroke, ki so vključeni v vzgojno-izobraževalni proces, ne glede na to, ali ima otrok posebne potrebe ali ne. Aktivno sodelovanje med učiteljem in starši pa postane še pomembnejše pri otroku s posebnimi potrebami. Število otrok s posebnimi potrebami iz leta v leto narašča, s čimer se veča tudi obseg dela predmetnih učiteljev. Učitelj se mora dodatno izobraževati in usposabljati, da lahko aktivno prilagaja metode pouka in razvija nove strategije pomoči otroku, ki ima posebne potrebe, vendar zgolj dodatno izobraževanje in usposabljanje ter učiteljeva želja po pomoči ne omogočajo napredka ali končnega uspeha otroku, ki ima težave. Za izboljšanje šolske uspešnosti otroka s posebnimi potrebami je potrebno medsebojno aktivno sodelovanje med obema pomembnima poloma otrokovega šolskega življenja: učitelji in starši. Raziskave so pokazale, da lahko otrok s posebnimi potrebami resnično napreduje le, če so v njegov vzgojno-izobraževalni proces vključeni tako učitelji, ki otroka poučujejo in ga spremljajo v šoli, kot starši, ki so z otrokom doma. Starši lahko kadarkoli med šolskim letom poiščejo pomoč pri učitelju, ki poučuje njihovega otroka. Učitelj jim da dodatna navodila za njegovo učenje in nasvete, kako lahko otrok še uspešneje premaguje težave. Specifične učne težave pri pouku književnosti otroka prizadenejo na vseh področjih učenja. Branje in razumevanje zapisanega sta temeljna za vse šolske predmete, zato imajo težave otrok s specifičnimi učnimi težavami širši pomen in ne pomenijo zgolj težav pri pouku slovenskega jezika. Za starše je zato priporočljivo, da izčrpajo vse možnosti pomoči, ki jim jih nudijo šola in učitelji, saj otroka pripravljajo za življenje. Aktivno sodelovanje med učiteljem in starši otroka s specifičnimi učnimi težavami omogoča otroku nove poti razumevanja njegovih težav; skupaj mu lahko pokažejo, da so težave obvladljive ali celo premagljive, če vsi skupaj – učitelji, starši in otrok – delujejo kot ekipa.
Keywords:	specifične učne težave, slovenski jezik, književnost, sodelovanje, učitelj, starši
Place of publishing:	Maribor
Publisher:	[M. Klemenc]
Year of publishing:	2017
PID:	20.500.12556/DKUM-65333
UDC:	37.091.3:82:376(043.2)
COBISS.SI-ID:	23167240
NUK URN:	URN:SI:UM:DK:BIOHLSTR
Publication date in DKUM:	15.06.2017
Views:	2120
Downloads:	287
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	The participation of parents and teacher with children who have specific learning disabilities in literature class
Abstract:	The participation of teachers and parents is of key importance for all children that are incorporated into the educational process, no matter if the child has learning disabilities or not. Yet the active participation of teachers and parents becomes even more important when the child does have a learning disability. The number of children with learning disabilities is increasing with each passing year and with it, the scope of an elementary school teacher is expanding as well. For the teacher to actively adapt their teaching methods and develop new strategies to help those children with learning disabilities, they have to additionally educate themselves. Although the sole additional education and the teachers want to help the child do not lead to progress or final success of the child with disabilities. For the school performance of a child with learning disabilities to increase, there has to be an active mutual participation between both of the child’s important school life poles – that is, the teachers and parents. Studies have shown that a child with learning disabilities can truly progress only if there are teachers who teach the child and accompany him in school, and parents who are at home with the child, incorporated into the child’s educational process. Any time during the school year, parents can turn to the teacher that teaches their child for help or further guidance on the child’s learning, and for help on how to successfully overcome the difficulties the child has. Specific learning difficulties of the child at literature class, can affect him on all areas of learning. Reading and comprehension of written text are the basis for all school subjects, so the problems of children with learning difficulties are of a wider range than simply problems in the class of Slovenian language. Therefore, parents should exhaust all possible help that is provided by the school and the teachers, for they are preparing the child for life. The active participation of teachers and parents with a child who has specific learning difficulties, opens new ways of understanding the problems to the child, together they can show the child that those problems are manageable or even surmountable if everyone – teachers, parents and the child – works as a team.
Keywords:	specific learning difficulties, Slovenian language, literature, participation, teachers, parents

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