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Title:Uspešnosti na področju učenja in vedenjske značilnosti pri učencih s posebnimi potrebami v prilagojenih izobraževalnih programih z enakovrednim izobrazbenim standardom
Authors:ID Vanovšek, Barbara (Author)
ID Schmidt Krajnc, Majda (Mentor) More about this mentor... New window
Files:.pdf MAG_Vanovsek_Barbara_2018.pdf (8,00 MB)
MD5: 18D6D603A6ADE538B045743F6478D152
PID: 20.500.12556/dkum/1228a1d1-f415-43aa-b39b-dae5c8010dc7
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrskem delu smo ugotavljali, kakšna je uspešnost na področju učenja učenca z govorno-jezikovnimi motnjami (GJM) ter učenke z govorno-jezikovnimi motnjami, ki ima Prader-Willijev sindrom (PWS). V raziskavo sta bila vključena učenka in učenec tretjega razreda, ki imata oba GJM, učenka pa ima dodatno genetsko motnjo PWS. Učenca obiskujeta Prilagojeni program devetletne osnovne šole z enakovrednim izobrazbenim standardom za otroke z govorno-jezikovnimi motnjami. Zanimale so nas podobnosti obeh učencev na učnem in vedenjskem področju, kakor tudi razhajanja med njima. Učiteljem razrednega pouka, angleščine, športa in podaljšanega bivanja ter logopedinjama in delovni terapevtki smo razdelili ocenjevalne vprašalnike, s katerimi smo želeli ugotoviti razlike med učencem z GJM in učenko s PWS na področju uspešnosti pri učenju ter na področju vedenjskih značilnosti pri delu v razredu in pri individualni obravnavi (logoped, delovni terapevt). Prav tako nas je zanimalo, kateri zunanji in notranji dejavniki vplivajo na učni napredek in vedenjske značilnosti v različnih situacijah. Rezultati ocenjevalnih vprašalnikov so pokazali, da obstajajo razlike med učencema z GJM in PWS tako v razredu, kakor tudi pri individualni obravnavi. Uspeh na področju učenja je pri individualni obravnavi boljši kot v razredu, negativni vedenjski vzorci pa so manj prisotni. Opazili smo tudi razliko med učencema. Pri učenki s PWS se pogosto pojavljajo vedenjske značilnosti, ki so tipične za PWS, na področju uspešnosti pri učenju pa med učencema ni toliko odstopanj.
Keywords:učenci s posebnimi potrebami, govorno-jezikovne motnje, Prader-Willijev sindrom, uspešnost na področju učenja, vedenjske značilnosti, razred, individualna obravnava, logoped, delovni terapevt
Place of publishing:Maribor
Publisher:[B. Vanovšek]
Year of publishing:2018
PID:20.500.12556/DKUM-72708 New window
UDC:376-053.2(043.2)
COBISS.SI-ID:24221192 New window
NUK URN:URN:SI:UM:DK:KWN5CLKZ
Publication date in DKUM:11.12.2018
Views:1398
Downloads:179
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:21.10.2018

Secondary language

Language:English
Title:Learning performance and behavioral characteristics of pupils with special needs in adapted educational programmes with an equivalent educational standard
Abstract:In the master's thesis, we evaluated the success in learning of a pupil with speech and language impairment (SLI) and a pupil with speech and language impairment accompanied with the Prader-Willi Syndrome (PWS). The study included two third-grade pupils, both with SLI, a girl having an additional PWS genetic disorder. Both pupils are included in the Adapted program of a nine-year elementary school with an equivalent education standard for children with speech and language impairments. We were interested in the similarities between the two pupils in the learning and behavioral field, as well as the differences between them. The evaluation questionnaires were given to the class teachers, teachers of English, sport and extended stay program, speech therapists and occupational therapists. With the questionnaires, we wanted to find out the differences between the pupil with SLI and the pupil with PWS in the field of learning performance and in the field of behavioral characteristics in classroom work and in individual therapy (speech and occupational therapist). We were also interested in which external and internal factors influence the learning progress and behavioral characteristics in different situations. The results of the evaluation questionnaires showed that there are differences between the pupil with SLI and the pupil with PWS in the classroom as well as in individual therapy. Learning success is better in individual therapy and negative behavioral patterns are less present in individual therapy than in the class. We also noticed the difference between the two pupils. In the pupil with PWS, behavioral characteristics that are typical of PWS often occur, while in the field of learning success, there are not many differences between the pupils.
Keywords:pupils with special needs, speech and language impairments, Prader-Willi Syndrome, success in the field of learning, behavioral characteristics, class, individual therapy, speech therapist, occupational therapist


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