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Title:Sodelovanje učiteljev dodatne strokovne pomoči s starši otrok s primanjkljaji na posameznih področjih učenja : magistrsko delo
Authors:ID Vičar, Maja (Author)
ID Globačnik, Bojana (Mentor) More about this mentor... New window
Files:.pdf MAG_Vicar_Maja_2023.pdf (1,60 MB)
MD5: 00852584BF1A8E09F8828C44108475B8
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Sodelovanje je temeljna komponenta vsakega odnosa, v našem primeru odnosa med učitelji in starši. Cilj sodelovanja med šolo in domom je omogočiti celostni razvoj otroka ter mu tako zagotoviti uspeh. Namen magistrskega dela je predstaviti sodelovanje učiteljev dodatne strokovne pomoči s starši otrok s primanjkljaji na posameznih področjih učenja. V teoretičnem delu smo opredelili skupine otrok s posebnimi potrebami in pisali o inkluziji le-teh ter predstavili Zakon o usmerjanju otrok s posebnimi potrebami. V nadaljevanju smo se posvetili otrokom s primanjkljaji na posameznih področjih učenja, pri čemer smo opisali vrste specifičnih učnih težav in raziskali, katere so strategije poučevanja za učence s PPPU. Pisali smo tudi o tem, kako pomembna je podpora staršev otroku z učnimi težavami. Sledi tematika dodatne strokovne pomoči, pri kateri smo se osredotočili na prilagojeno izvajanje in organizacijo. Zadnje, a vendar zelo pomembno poglavje teoretičnega dela, je poglavje o sodelovanju med učitelji in starši. Naše magistrsko delo smo usmerili na sam pomen sodelovanja, predstavili smo oblike in načela slednjega, prav tako pa smo pisali o težavah, ki se pojavljajo pri sodelovanju med šolo in domom. V empiričnem delu smo raziskovali, katere so oblike sodelovanja, ki se jih učitelji dodatne strokovne pomoči v komunikaciji s starši otrok s primanjkljaji na posameznih področjih učenja največ poslužujejo. Proučevali smo korelacijo let delovnih izkušenj učiteljev s količino strategij, ki jih izbirajo pri vključevanju staršev v sam proces dodatne strokovne pomoči. Ugotavljali smo, v kakšnem obsegu so učitelji v kontaktu s starši, ali so starši otrok aktivno vključeni v ure dodatne strokovne pomoči, kot zadnje pa smo raziskovali navzočnost ovir pri sodelovanju med učitelji in starši. Raziskava je pokazala, da se učitelji glede na oblike sodelovanja v večini poslužujejo timskih sestankov s starši in dopisovanja preko e-pošte. Izvedeli smo, da leta delovnih izkušenj statistično pomembno vplivajo na količino strategij, ki se jih poslužujejo učitelji pri vključevanju staršev v proces izvajanja dodatne strokovne pomoči. Z raziskavo smo prav tako ugotovili, da so učitelji v kontaktu s starši na mesečni ravni ali po potrebi. V nadaljevanju nas je presenetil rezultat, da manj kot četrtina anketiranih učiteljev aktivno vključuje starše v ure dodatne strokovne pomoči. Zanimala nas je tudi navzočnost ovir pri sodelovanju med učitelji in starši, pri čemer smo ugotovili, da je pojavnost teh zelo redka.
Keywords:sodelovanje, učitelji dodatne strokovne pomoči, starši, otroci, primanjkljaji na posameznih področjih učenja
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[M. Vičar]
Year of publishing:2023
Number of pages:1 spletni vir (1 datoteka PDF (XII, 78 str.))
PID:20.500.12556/DKUM-86551 New window
UDC:376:37.064.1(043.2)
COBISS.SI-ID:182119683 New window
Publication date in DKUM:23.01.2024
Views:589
Downloads:180
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:11.12.2023

Secondary language

Language:English
Title:Collaboration between teachers for additional professional assistance and parents of children with specific learning disabilities
Abstract:Collaboration is a fundamental component of any relationship, in our case the relationship between teachers and parents. School-home collaboration aims to enable the holistic development of the child and thus ensure their success. The purpose of the master's thesis is to present the collaboration of teachers for additional professional assistance to parents of children with specific learning disabilities. In the theoretical part, we define groups of children with special needs, write about their inclusion, and present the Placement of Children with Special Needs Act. Next, we look at children with specific learning disabilities, describing the types of specific learning difficulties and exploring teaching strategies for children with specific learning disabilities. We also discuss the importance of parental support for children with learning difficulties. This is followed by the topic of additional professional assistance, where we focus on adapted implementation and organization. The last, yet very important, chapter of the theoretical part is the one on teacher-parent collaboration. Our master's thesis was focused on the importance of collaboration itself, presenting the forms and principles of collaboration, as well as the problems that arise in school-home collaboration. In the empirical part of the study, we researched which forms of collaboration are most used by teachers for additional professional assistance in their communication with parents of children with specific learning disabilities. We examined the correlation of teachers' years of experience with the amount of strategies they choose to involve the parents in throughout the process of additional professional assistance. We looked at the extent to which teachers are in contact with parents and whether parents are actively involved in the additional professional assistance lessons. Finally, we investigated the presence of barriers to teacher-parent collaboration. The study showed that, in terms of forms of collaboration, teachers mostly use team meetings with parents and e-mail correspondence. We found that years of experience have a statistically significant effect on the number of strategies used by teachers to involve parents in the process of providing additional professional assistance. The survey also revealed that teachers are in contact with parents on a monthly or as-needed basis. We were further surprised by the finding that less than a quarter of the teachers surveyed actively involved parents in the additional professional assistance lessons. We were also interested in the presence of barriers to cooperation between teachers and parents and found that they were very rare.
Keywords:collaboration, teachers for additional professional assistance, parents, children, specific learning disabilities


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