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Title:Vloga razrednika pri poučevanju otrok s primanjkljaji na posameznih področjih učenja
Authors:ID Kukovec, Urška (Author)
ID Vršnik Perše, Tina (Mentor) More about this mentor... New window
Files:.pdf MAG_Kukovec_Urska_2020.pdf (1,82 MB)
MD5: E7D71C7F86F8D5BF9DD103297A3AADB4
PID: 20.500.12556/dkum/f2d1de58-2e05-4140-92a4-22574b50c728
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrskem delu se posvečamo vlogi razrednika pri poučevanju otrok s primanjkljaji na posameznih področjih učenja v rednih osnovnih šolah. V teoretičnem delu predstavimo vloge in naloge učitelja in razrednika ter skupine otrok s posebnimi potrebami. Podrobneje je predstavljena skupina otrok s primanjkljaji na posameznih področjih učenja, pri čemer predstavimo njihove posebnosti in prilagoditve za delo z njimi ter spoznamo posamezne skupine otrok s primanjkljaji na posameznih področjih učenja. V empiričnem delu je bil namen raziskati, ali se vloga razrednika pri poučevanju otrok s primanjkljaji na posameznih področjih učenja skozi razrede v osnovni šoli spreminja, ugotoviti, ali razredniki vedo, kakšna je njihova vloga pri delu z otrokom s primanjkljaji na posameznih področjih učenja, kaj zajema delo razrednika pri poučevanju otrok s primanjkljaji na posameznih področjih učenja, ali se pojavijo razlike v količini administrativnega dela razrednika in v sodelovanju s starši otroka s primanjkljaji na posameznih področjih učenja. Za pridobitev rezultatov smo uporabili kvalitativno metodo oziroma deskriptivno metodo pedagoškega raziskovanja. Rezultati so pokazali, da bistvenih razlik pri vlogi razrednika skozi razrede v osnovni šoli ni. Pri poznavanju vloge razrednika smo ugotovili, da razredniki vedo, kakšne so njihove vloge in naloge pri poučevanju otrok s primanjkljaji na posameznih področjih učenja. Prišli smo tudi do spoznanja, da imajo razredniki, če imajo v razredu otroka s primanjkljaji na posameznih področjih učenja, več administrativnega dela in da se pojavijo razlike pri sodelovanju s starši.
Keywords:otroci s primanjkljaji na posameznih področjih učenja, razrednik, učitelj, vloge in naloge razrednika, vloge in naloge učitelja.
Place of publishing:Maribor
Publisher:[U. Kukovec]
Year of publishing:2020
PID:20.500.12556/DKUM-76764 New window
UDC:37.015.3:37.048:376(043.2)
COBISS.SI-ID:27355651 New window
NUK URN:URN:SI:UM:DK:YHNYE9YP
Publication date in DKUM:07.09.2020
Views:1371
Downloads:293
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:02.07.2020

Secondary language

Language:English
Title:The role of the class teacher in teachig children with deficiences in individual areas of learning
Abstract:In the master's thesis, we focus on the role of the class teacher in teaching children with deficiencies in individual areas of learning in regular basic school. In the theoretical part, we present the roles and tasks of teachers and class teachers and groups of children with special needs. The group of children with deficiencies in individual areas of learning is presented in more detail. We present their specifics and adaptations for working with them, as well as introduce individual groups of children with deficiencies in individual areas of learning. In the practical part, we aimed to explore whether the role of the class teacher in teaching children with deficiencies in individual areas of learning changes through the grades of basic school. In addition, we wanted to establish whether class teachers know what their role is in working with children with deficiencies in individual areas of learning, what the work of the class teacher comprises when it comes to teaching children with deficiencies in individual areas of learning and whether there are any differences in the amount of administrative work of the class teacher and as regards cooperation with parents. To obtain the results, we used a qualitative method or a descriptive method of pedagogical research. The results showed that there were no significant differences in the role of the class teacher through the grades of basic school. In exploring the role of the class teacher, we found that class teachers know what their roles and tasks are when teaching children with deficiencies in individual areas of learning. We came to realise that if a class teacher has a child in their class with deficiencies in individual areas of learning, they have more administrative work and observe differences in cooperation with parents of such children.
Keywords:children with deficiencies in individual areas of learning, class teacher, teacher, roles and tasks of the class teacher, roles and tasks of the teacher.


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