Sodelovanje vzgojitelja s specialnim in rehabilitacijskim pedagogom pri delu z otroki z govorno-jezikovnimi motnjami

Plevnik, Nika

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Title:	Sodelovanje vzgojitelja s specialnim in rehabilitacijskim pedagogom pri delu z otroki z govorno-jezikovnimi motnjami
Authors:	ID Plevnik, Nika (Author) ID Šilc, Mateja (Mentor) More about this mentor...
Files:	VS_Plevnik_Nika_2019.pdf (1,46 MB) MD5: 774A85C8155C68666CE3FC7F67790E9E PID: 20.500.12556/dkum/1542014f-36d8-4246-991f-9e019d63c57e
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Diplomsko delo, z naslovom Sodelovanje vzgojitelja s specialnim in rehabilitacijskim pedagogom pri delu z otroki z govorno-jezikovnimi motnjami, je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo predstavili skupino otrok z govorno-jezikovnimi motnjami. Predstavili smo tudi dejavnike govorno-jezikovnega razvoja, govorno-jezikovne motnje in njihove stopnje, značilnosti otrok z govorno-jezikovnimi motnjami v predšolskem obdobju, prilagoditve za otroke z govorno-jezikovnimi motnjami v vrtcih, ki izvajajo program za predšolske otroke s prilagojenim izvajanjem in dodatno strokovno pomočjo, ter delo in sodelovanje vzgojitelja ter specialnega in rehabilitacijskega pedagoga. Empirični del prikazuje raziskavo, s katero smo preučili, kako vzgojitelji ocenjujejo svojo usposobljenost in strokovne kompetence za delo z otroki z govorno-jezikovnimi motnjami in kakšne so oblike sodelovanja s specialnim in rehabilitacijskim pedagogom pri delu z otroki z govorno-jezikovnimi motnjami. Uporabili smo deskriptivno metodo pedagoškega raziskovanja. Za pridobitev odgovorov smo uporabili anketni vprašalnik. V raziskavi je sodelovalo 40 vzgojiteljev in pomočnikov vzgojiteljev slovenskih javnih vrtcev. Rezultati so pokazali, da ocenjujejo anketiranci svoje kompetence za delo z otroki z govorno-jezikovnimi motnjami najvišje na področju socialnega vključevanja otrok z govorno-jezikovnimi motnjami v skupino, najnižje pa področje poznavanja prostorskih prilagoditev ter prilagajanja didaktičnih pristopov, metod, oblik dela in področji dejavnosti. Preučitev oblik sodelovanja vzgojiteljev s specialnimi in rehabilitacijskimi pedagogi kaže, da vzgojitelji pogrešajo/potrebujejo zlasti pomoč specialnega in rehabilitacijskega pedagoga pri uvajanju otroka z govorno-jezikovnimi motnjami v skupino in posvetovanje s specialnim in rehabilitacijskim pedagogom.
Keywords:	otroci s posebnimi potrebami, govorno-jezikovne motnje, vrtec, vzgojitelj, specialni in rehabilitacijski pedagog
Place of publishing:	Maribor
Publisher:	[N. Plevnik]
Year of publishing:	2019
PID:	20.500.12556/DKUM-75452
UDC:	373.2:159.922.76(043.2)
COBISS.SI-ID:	25097736
NUK URN:	URN:SI:UM:DK:AORJHLGH
Publication date in DKUM:	03.02.2020
Views:	5967
Downloads:	371
Metadata:
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:	17.11.2019

Secondary language

Language:	English
Title:	Cooperation betwen preschool teachers and special educators when working with children with speech and language disorders
Abstract:	The bachelor’s thesis titled Cooperation between preschool teachers and special educators when working with children with speech and language disorders is composed of a theoretical and empirical part. In the theoretical part, we presented a group of children with speech and language disorders. We also presented the factors of speech and language development, speech and development disorders and their degrees, the characteristics of children with speech and language disorders in the preschool period, the adaptations for children with speech and language disorders in kindergartens which perform the program for preschool children with the adapted performance and additional professional help, and the work and cooperation of a preschool teacher with special and rehabilitation educator. The empirical part presents the research by which we studied how the preschool teachers evaluate their ability and professional competencies for working with children with speech and language disorders and what are the forms of cooperation in working with special educator when working with children with speech and language disorders. We used the descriptive method of educational research. To gain the answers we used a survey questionnaire. In the research, 40 preschool teachers and assistant preschool teachers of Slovenian public kindergartens participated. The results showed that the participants of the survey evaluate their competencies for working with children with speech and language disorder the highest in the field of social inclusion of children with speech and language disorders in the group and the lowest in the field of knowledge of spatial adaptations and adaptations of didactic approaches, methods, forms of work, and the fields of activities. Studying the forms of cooperation of preschool teachers with special and rehabilitation educators shows that especially, the preschool teachers miss / need the help of a special and rehabilitation educator in introducing the child with speech and language disorders in the group and counseling with the special and rehabilitation educator.
Keywords:	children with special needs, speech and language disorders, kindergarten, preschool teacher, special and rehabilitation educator.

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