VKLJUČEVANJE STARŠEV V DELO Z DOMSKIMI OTROKI S POSEBNIMI POTREBAMI

Čeh, Maja

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Title:	VKLJUČEVANJE STARŠEV V DELO Z DOMSKIMI OTROKI S POSEBNIMI POTREBAMI
Authors:	ID Čeh, Maja (Author) ID SCHMIDT, MAJDA (Mentor) More about this mentor... ID ČAGRAN, BRANKA (Comentor)
Files:	UNI_Ceh_Maja_2009.pdf (759,97 KB) MD5: D901F279C30D446B6BEBC1AE3F7A807C PID: 20.500.12556/dkum/d859f9e2-b424-448d-8cdf-8c00790c6e55
Language:	Slovenian
Work type:	Undergraduate thesis
Organization:	PEF - Faculty of Education
Abstract:	Diplomsko delo obravnava vključevanje staršev v delo domske skupnosti, v katero so vključeni njihovi otroci s posebnimi potrebami. V teoretičnem delu so v ospredje postavljeni otroci z motnjami v duševnem razvoju, njihova klasifikacija glede na vrsto in stopnjo primanjkljajev ter zanje značilen sistem vzgoje in izobraževanja v Sloveniji. Podane so osnovne teorije o družini, predvsem družini z otrokom z motnjo, ki se povezuje s šolo kot pomembno družbeno institucijo, pri tem pa se poudarja njuna enakovredna skrb za otrokov razvoj in napredek. V nadaljevanju se seznanjamo s pojmom partnerskega sodelovanja med šolo in domom, ki je značilnost demokratične in humane šole, podrobneje spoznavamo sodelovalni model vključevanja staršev ter načine oz. oblike njihovega sodelovanja s šolskim osebjem. V empiričnem delu so navedene ugotovitve, kako vplivajo različni dejavniki na sodelovanje med starši in domsko skupnostjo; in sicer so med dejavniki izpostavljeni spol, izobrazba staršev in stopnja otrokove motnje. Rezultati raziskave kažejo, da med anketiranci obstajajo razlike v načinih sodelovanja, njihovem zadovoljstvu s sodelovanjem, pogostosti kontaktov in razlogu za oddajo otroka v dom. Z anketnim vprašalnikom smo dobili odgovore na mnoga vprašanja, hkrati pa smo prišli do spoznanja, da je s starši teh otrok treba vzpostaviti zaupen odnos in najti ustrezne načine, pristope za njihovo aktivnejše vključevanje. Le tako bodo otroci uspešni, njihovi starši pa srečni in zadovoljni.
Keywords:	KLJUČNE BESEDE: otroci s posebnimi potrebami, motnje v duševnem razvoju, družina, šola, sodelovanje med šolo in domom, oblike sodelovanja, domska skupnost.
Place of publishing:	Maribor
Publisher:	[M. Čeh]
Year of publishing:	2009
PID:	20.500.12556/DKUM-9949
UDC:	37(043.2)
COBISS.SI-ID:	16774664
NUK URN:	URN:SI:UM:DK:3ZAPSFET
Publication date in DKUM:	12.03.2009
Views:	4199
Downloads:	692
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	INCLUSION OF PARENTS INTO THE WORK WITH THE HOME'S CHILDREN WITH SPECIAL NEEDS
Abstract:	The following Diploma assignment presents the inclusion of parents into the work of the home community that includes their children with special needs. The theoretical part focuses on children with intellectual disabilities. It presents their classification considering the type and the degree of their disabilities. In addition, it also outlines the Slovenian educational system most commonly used for such children. One can read about the basic theories of families, especially of the family with a child that has been affected by a disability. As an important social institution, school is closely connected to this family, and the emphasis is laid on their equal care for the child’s development and progress. In the continuation, one is introduced to the term of partnership between the school and home. This is a characteristic of a democratic and humane school. Furthermore, this Diploma assignment also presents the cooperation model of parental inclusion and the ways or forms of their cooperation with the school personnel. The empirical part states the findings on the subject of the various factors and their influence on the cooperation between the parents and the home community. The most important of these factors are: gender, education of parents and the degree of the child’s disability. Considering the above-mentioned aspects, the results of the research have shown that there are differences in the ways of cooperation of the people questioned, their level of satisfaction with the cooperation, frequency of contacts, and the reason for including their child in a home. This questionnaire has answered many of our questions. Simultaneously, we discovered that one has to establish a confidential relationship with the parents of these children and find suitable ways and approaches to include them more actively in the process. Only thus will the children be successful and their parents happy and pleased.
Keywords:	KEYWORDS: children with special needs, disturbances of the mental development, family, school, cooperation between school and home, forms of cooperation, home community.

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