magistrsko delo
Ana Florjančič (Author), Erna Žgur (Mentor)

Abstract

Pojem pismenosti se je spreminjal in se še spreminja glede na potrebe in zahteve časa, v katerem živimo. Pismenost predstavlja kompleksno zmožnost, saj združuje več znanj in spretnosti, ki jih posameznik potrebuje, da se lahko uspešno vključi v svoje okolje. Ker po rezultatih mednarodnih raziskav slovenski mladostniki in odrasli dosegajo nižje rezultate pri testih pismenosti kot prebivalci drugih razvitih držav (Švedska, Norveška, Finska, Nizozemska, Kanada, Avstralija, Nova Zelandija, Danska, ZDA in Belgija), je izboljšanje funkcionalne pismenosti zelo pomembno. V ta namen je bila oblikovana Nacionalna strategija za razvoj pismenosti. Med socialno ranljive skupine spadajo tudi osebe z lažjimi motnjami v duševnem razvoju. Obe raziskavi, ki sta bili do danes izvedeni v Sloveniji (Mednarodna raziskava o pismenosti odraslih - IALS in Program za mednarodno ocenjevanje kompetenc odraslih - PIAAC), vključujeta zgolj odrasle osebe brez motenj v duševnem razvoju. O tem, kakšna je pismenost posameznikov s posebnimi potrebami, predvsem tistih z lažjimi motnjami v duševnem razvoju, ki so kljub svojim razvojnim posebnostim uspešno zaključili osnovnošolsko in nekateri tudi nižje poklicno izobraževanje, pa v Sloveniji še nimamo podatkov. V magistrskem delu smo v teoretičnem delu predstavili različne definicije in vrste pismenosti. Posebej smo izpostavili funkcionalno pismenost. Predstavili smo raziskave pismenosti šolarjev in odraslih v Sloveniji ter izpostavili obstoječe raziskave funkcionalne pismenosti odraslih s posebnimi potrebami po svetu. V nadaljevanju smo v sklopu posebnih potreb opredelili motnje v duševnem razvoju. Predstavili smo značilnosti oseb z lažjimi motnjami v duševnem razvoju ter šolanje in zaposlovanje omenjene populacije. Empirični del je namenjen predstavitvi rezultatov raziskave o funkcionalni pismenosti oseb z lažjimi motnjami v duševnem razvoju, ki so zaključile prilagojen program vzgoje in izobraževanja z nižjim izobrazbenim standardom. V raziskavo smo vključili 51 srednješolcev z lažjimi motnjami v duševnem razvoju in 20 odraslih oseb z lažjimi motnjami v duševnem razvoju, ki so zaključile prilagojen program vzgoje in izobraževanja z nižjim izobrazbenim standardom. Vzorec odraslih oseb sestavlja 9 odraslih oseb z lažjimi motnjami v duševnem razvoju, ki so bile vsaj enkrat zaposlene, in 11 tistih, ki se do danes niso nikoli zaposlile. Podatke smo pridobili s testom, ki je preverjal besedilno in dokumentacijsko pismenost na treh ravneh. Rezultati raziskave so pokazali pomembno nižje dosežke odraslih oseb z lažjimi motnjami v duševnem razvoju tako na področju splošne funkcionalne pismenosti kot stopnje funkcionalne pismenosti v primerjavi s srednješolci z lažjimi motnjami v duševnem razvoju. Statistično pomembne razlike med omenjenima skupinama oseb se izražajo predvsem na najvišji, tretji ravni pismenosti, medtem ko razlike med zaposlenimi odraslimi z lažjimi motnjami v duševnem razvoju in srednješolci z lažjimi motnjami v duševnem razvoju niso prisotne.

Keywords

funkcionalna pismenost;lažje motnje v duševnem razvoju;prilagojen program vzgoje in izobraževanja z nižjim izobrazbenim standardom;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Florjančič]
UDC: 376(043.2)
COBISS: 12182601 Link will open in a new window
Views: 607
Downloads: 141
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Other data

Secondary language: English
Secondary title: Functional literacy of individuals with intellectual disabilities who finished special education program
Secondary abstract: The notion of literacy has changed constantly and is still changing according to the needs and requirements of the time we live in. Literacy represents a complex ability, combining different knowledge and skills that individuals need to be able to successfully integrate into their environment. Since the results of international research show that Slovene adolescents and adults achieve lower results in literacy tests than residents of other developed countries (Sweden, Norway, Finland, the Netherlands, Canada, Australia, New Zealand, Denmark, the United States and Belgium), improving functional literacy seems very important. For this purpose, the National strategy for promoting literacy has been formed. Among the socially vulnerable groups are also people with mild mental disorders. Both studies carried out to date in Slovenia (the International Literacy Survey - IALS and the International Adult Competence Program - PIAAC) only include adults with no mental disorders. Consequently, in Slovenia, we do not have any data about the literacy of individuals with special needs, especially those with minor mental disorders who, despite their developmental shortages, have successfully completed elementary education and some also lower vocational education. In the theoretical part of the thesis, we present various definitions and types of literacy. We specifically highlight functional literacy. In addition, we present the literacy studies of schoolchildren and adults in Slovenia and describe the existing research of functional literacy of adults with special needs around the world. In the following, we identify mental disorders in the context of special needs. We present the characteristics of people with minor mental disorders as well as education and employment of the mentioned population. The empirical part exhibits the results of the research on the functional literacy of people with minor mental disorders who completed a program with adapted curriculum at a lower educational standard. The survey included 51 high school students with mild mental disorders and 20 adults with mild mental disorders who completed such an educational programme. Of the latter, 9 were employed and 11 were never employed. The data was obtained through a test that verified textual and document literacy at three levels. The results of the study showed significantly lower achievements of adults with mild mental disorders, both in terms of general functional literacy and the level of functional literacy compared to secondary-school students with mild mental disorders who completed an educational programme with adapted curriculum at a lower educational standard. Statistically significant differences between secondary-school students and adults with mild mental disorders are expressed primarily at the highest, third level of literacy, while there are no differences between employed adults and secondary-school students with mild mental development disorders.
Secondary keywords: adult;mentally handicapped;literacy;odrasli;duševno prizadeti;pismenost;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Pages: 69 str.
ID: 10978719