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

Plevnik, Nika

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Naslov:	Sodelovanje vzgojitelja s specialnim in rehabilitacijskim pedagogom pri delu z otroki z govorno-jezikovnimi motnjami
Avtorji:	ID Plevnik, Nika (Avtor) ID Šilc, Mateja (Mentor) Več o mentorju...
Datoteke:	VS_Plevnik_Nika_2019.pdf (1,46 MB) MD5: 774A85C8155C68666CE3FC7F67790E9E PID: 20.500.12556/dkum/1542014f-36d8-4246-991f-9e019d63c57e
Jezik:	Slovenski jezik
Vrsta gradiva:	Diplomsko delo/naloga
Tipologija:	2.11 - Diplomsko delo
Organizacija:	PEF - Pedagoška fakulteta
Opis:	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.
Ključne besede:	otroci s posebnimi potrebami, govorno-jezikovne motnje, vrtec, vzgojitelj, specialni in rehabilitacijski pedagog
Kraj izida:	Maribor
Založnik:	[N. Plevnik]
Leto izida:	2019
PID:	20.500.12556/DKUM-75452
UDK:	373.2:159.922.76(043.2)
COBISS.SI-ID:	25097736
NUK URN:	URN:SI:UM:DK:AORJHLGH
Datum objave v DKUM:	03.02.2020
Število ogledov:	5964
Število prenosov:	371
Metapodatki:
Področja:	PEF
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Licence

Licenca:	CC BY-NC-ND 4.0, Creative Commons Priznanje avtorstva-Nekomercialno-Brez predelav 4.0 Mednarodna

Povezava:	http://creativecommons.org/licenses/by-nc-nd/4.0/deed.sl
Opis:	Najbolj omejujoča licenca Creative Commons. Uporabniki lahko prenesejo in delijo delo v nekomercialne namene in ga ne smejo uporabiti za nobene druge namene.
Začetek licenciranja:	17.11.2019

Sekundarni jezik

Jezik:	Angleški jezik
Naslov:	Cooperation betwen preschool teachers and special educators when working with children with speech and language disorders
Opis:	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.
Ključne besede:	children with special needs, speech and language disorders, kindergarten, preschool teacher, special and rehabilitation educator.

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