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Title:Primernost poučevanja otrok s posebnimi potrebami v rednih oddelkih po ocenah učiteljev in vzgojiteljev v prvem razredu
Authors:ID Makoter, Silvija (Author)
ID Schmidt Krajnc, Majda (Mentor) More about this mentor... New window
Files:.pdf VS_Makoter_Silvija_2020.pdf (887,99 KB)
MD5: D672E77C92185145788BAB2A65840600
PID: 20.500.12556/dkum/8fb08406-b35a-474e-a7cc-9093cb690e31
 
Language:Slovenian
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Vključitev otroka s posebnimi potrebami prinese za celoten šolski kolektiv določene spremembe v izvajanju pouka in načinih poučevanja. Učitelji so postavljeni pred nove naloge, izzive in situacije. V procesu vključevanja učencev s posebnimi potrebami učitelji lahko naletijo na razne ovire in težave, le-te pa imajo lahko negativen vpliv na njihovo delo. Učiteljem oblikovanje učnega okolja in procesa, v katerem bi lahko bili uspešni vsi učenci, predstavlja velik izziv, ta pa se samo še poveča, kadar se v razred vključijo otroci s posebnimi potrebami. V diplomski nalogi smo tekom teoretičnega dela predstavili ideje in pomen inkluzivnega izobraževanja, individualiziran program ter prilagoditve, ki jih otroci s posebnimi potrebami potrebujejo. V zadnjem poglavju teoretičnega dela smo predstavili oblike pomoči, podpore in usposabljanj za učitelje ter do sedaj izvedene raziskave s področja vključevanja otrok s posebnimi potrebami v redne oddelke. Namen empirične raziskave je bil raziskati dosedanje izkušnje učiteljev in vzgojiteljev v prvih razredih osnovnih šol, njihovo oceno usposobljenosti, ovire, s katerimi se tekom vključevanja največkrat srečujejo, vpliv vključevanja na otroke ter oceno o primernosti vključevanja v redne oddelke. Raziskovalni vzorec je zajemal 62 učiteljev in vzgojiteljev v prvih razredih osnovnih šol. Rezultati kažejo precej pozitivno sliko na področju vključevanja in poučevanja otrok s posebnimi potrebami. Učitelji in vzgojitelji so vključevanju otrok v redne oddelke naklonjeni, izpostavljajo tudi pozitivne vplive na otroka, ki se vključuje v razred. Večina učiteljev in vzgojiteljev se je že udeležila dodatnih usposabljanj, prav tako so se pripravljeni dodatno izobraževati v prihodnosti. Kot ključne ovire uspešnega vključevanja učencev s posebnimi potrebami učitelji in vzgojitelji navajajo pomanjkanje didaktičnih materialov, prilagajanje učnega okolja, premalo sodelovanja s starši in strokovnimi delavci ter preveliko število otrok v razredu.
Keywords:otroci s posebnimi potrebami, inkluzija, integracija, učitelji in vzgojitelji
Place of publishing:Maribor
Publisher:[S. Makoter]
Year of publishing:2020
PID:20.500.12556/DKUM-76184 New window
UDC:373.3:376-053.2(043.2)
COBISS.SI-ID:19959811 New window
NUK URN:URN:SI:UM:DK:FMP9BPYF
Publication date in DKUM:28.07.2020
Views:1367
Downloads:189
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:21.04.2020

Secondary language

Language:English
Title:Suitability of teaching children with special needs in regular school programmes according to the assessments of teachers and pre-school teachers in first grade
Abstract:The inclusion of a child with special needs brings certain collective changes for the whole school in the implementation of lessons and teaching methods. Teachers are faced with new tasks, challenges and situations. In the process of integrating students with disabilities, teachers may encounter various barriers and difficulties, which can have a negative impact on their work. Creating a learning environment and a process for all students to be successful is a great challenge for teachers, which only increases when children with disabilities are included in the classroom. In the theoretical part of the thesis, we presented ideas and importance of inclusive education, an individualized program and the adjustments that children with special needs need. In the last chapter of the theoretical part, we presented forms of assistance, support and training for teachers, and the research carried out up till now in the area of inclusion of children with special needs in regular classes. The purpose of the empirical research was to investigate the experience of teachers and pre-school teachers in the first grades of primary schools, their competence assessment, the obstacles most often encountered during integration, the impact of inclusion on children, and the assessment of the suitability of inclusion in regular classes. The research sample included 62 teachers and pre-school teachers in the first grades of primary schools. The results show a rather positive picture in the area of inclusion and teaching of children with special needs. Teachers and pre-school teachers favor the inclusion of children in regular classes, and point out the positive effects on the child who is included in the class. Most teachers and pre-school teachers have already received additional training, and they are also ready to receive further education in the future. Teachers and pre-school teachers cite the key barriers to successful integration of students with disabilities: lack of didactic materials, adaptation of the learning environment, lack of cooperation with parents and professionals, and too many children in the classroom.
Keywords:children with special needs, inclusion, integration, teachers and pre-school teachers


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