Prilagoditve učencem z govorno-jezikovnimi motnjami v osnovni šoli

Palko, Natalija

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Title:	Prilagoditve učencem z govorno-jezikovnimi motnjami v osnovni šoli
Authors:	ID Palko, Natalija (Author) ID Globačnik, Bojana (Mentor) More about this mentor...
Files:	MAG_Palko_Natalija_2020.pdf (878,64 KB) MD5: 1DB7E8DAF313BF9F82C909EE7B2B8B00 PID: 20.500.12556/dkum/f94ef2ee-4a03-42d6-a0ee-d468ccd441a2
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Učenci se med seboj razlikujejo. Za vsakega lahko rečemo, da je nekaj posebnega. Pri iskanju poti, ki bo učence pripeljala do željenega cilja, moramo vsem učencem omogočiti pogoje oziroma prilagoditve, ki jih le-ti potrebujejo. V teoretičnem delu magistrske naloge je predstavljen razvoj govora pri otrocih ter dejavniki, ki na razvoj vplivajo. Podrobneje so predstavljene motnje, ki se pojavljajo na področju govora in jezika. V nadaljevanju so predstavljene govorno-jezikovne motnje v osnovni šoli ter inkluzija učencev s temi motnjami. V empiričnem delu so predstavljeni rezultati raziskave, katere cilj je bilo ugotoviti, v kolikšni meri učitelji poznajo in upoštevajo prilagoditve učencev z govorno-jezikovnimi motnjami in kakšne imajo pogoje za upoštevanje le-teh. Preverilo se je tudi, ali so učitelji pozitivno naravnani do inkluzije ter kakšno je njihovo mnenje o kompetentnosti za delo s temi učenci. Pri tem se je raziskalo, kako na vse to vpliva delovna doba učiteljev in smer poučevanja. Rezultati so pokazali, da več kot polovica učiteljev pozna in upošteva prilagoditve učencev z govorno-jezikovnimi motnjami. Pri upoštevanju prilagoditev učitelji pogosto naletijo na težave, vezane na pomanjkanje časa, oviro pa pogosto predstavlja tudi preveliko števila učencev v razredu. Večina učiteljev je pozitivno naravnanih do inkluzije. Najpogosteje so mnenja, da k boljši inkluziji otrok z govorno-jezikovnimi motnjami pripomore empatičnost učitelja, manjše število učencev v razredu ter dobro poznavanje govorno-jezikovnih motenj. V nekaterih segmentih raziskave so se pokazale razlike med učitelji, glede na delovno dobo in smer poučevanja, vendar so te zanemarljive. Z vidika poznavanja, upoštevanja prilagoditev ter mnenja o kompetentnosti za poučevanje otrok z govorno-jezikovnimi motnjami, izstopajo učitelji razrednega pouka in tisti z daljšo delovno dobo.
Keywords:	govorno-jezikovne motnje, osnovna šola, inkluzija, kompetentnost
Place of publishing:	Maribor
Publisher:	[N. Palko]
Year of publishing:	2020
PID:	20.500.12556/DKUM-76357
UDC:	376-056.264:373.3(043.2)
COBISS.SI-ID:	22952195
NUK URN:	URN:SI:UM:DK:UKMLMR7T
Publication date in DKUM:	28.07.2020
Views:	3457
Downloads:	911
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:	13.05.2020

Secondary language

Language:	English
Title:	Adjustment in school for pupils with speech and language difficulties
Abstract:	Every student is special and unique in their own way. Reaching the learning goals set requires a learning environment and adaptations conducive to every student’s successful learning. The theoretical part of this thesis outlines the speech and language development in children as well as the factors affecting it. Special attention is given to speech and language impairments, especially in primary school students within the inclusive education system. The empirical part of the thesis presents the results of the survey, whose purpose is to ascertain the extent to which the teachers are familiar with and enable the learning adaptations for students with speech and language impairments. Individual conditions for the realisation of learning adaptations are also included in the survey. Furthermore, the survey is aimed at determining the teachers’ attitudes towards inclusive education and their perceived competency for teaching students with speech and language impairments as well as how the teachers’ attitudes are influenced by factors such as years of service and teacher profile. The survey results show that more than a half of the teachers involved are familiar with and enable learning adaptations for students with speech and language impairments. The teachers’ main concerns while enabling learning adaptations for their students are the lack of time and too many students per class. Furthermore, the survey results confirm that most teachers share a positive attitude towards inclusive education, with teacher empathy, smaller classes and good knowledge of speech and language impairments perceived as the main factors contributing to the quality of inclusive education. Some segments of the survey ascertain the years of service and teacher profile as existing yet insignificant factors affecting teacher’s attitudes. Long-serving teachers and junior primary school teachers are highlighted for their knowledge and enforcement of learning adaptations as well as their perceived competency for teaching students with speech and language impairments.
Keywords:	speech and language impairments, primary school, adjustment, inclusive education, competency

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