Pod eno streho

izkušnja sobivanja učencev redne osnovne šole in učencev posebnega programa vzgoje in izobraževanja

Sara Slokan (Author), Jana Rapuš-Pavel (Mentor)

Abstract

V magistrskem delu sem raziskovala doživljanje izkušnje sobivanja učencev redne osnovne šole in učencev posebnega programa vzgoje in izobraževanja. V teoretičnem uvodu sem, v kontekstu razumevanja šole kot življenjskega prostora, razložila šolsko okolje in pomen medosebnih odnosov za duševno zdravje otrok. Predstavila sem značilnosti skupin otrok s posebnimi potrebami ter osvetlila koncepta integracije in inkluzije. Raziskala sem odnose med učenci, njihovo počutje v šoli ter njihovo izkušnjo sobivanja pod eno streho. Raziskovalni problem magistrskega dela osvetljuje doživljanje izkušnje sobivanja učencev redne osnovne šole in razreda posebnega programa vzgoje in izobraževanja ter podpira glas učencev pri snovanju nadaljnjih oblik sodelovanja vseh vpetih v šolski prostor. V sodelovanju z ljubljansko osnovno šolo sem v raziskavo vključila 12 učencev, ki obiskujejo prvo triletje redne osnovne šole ter 6 učencev, ki obiskujejo posebni program vzgoje in izobraževanja. Podatke sem zbrala s kombinacijo metod kreativnega izražanja skozi risbo in z delno strukturiranim intervjujem. Rezultati so pokazali, da vsi učenci izkazujejo naklonjenost šoli in se v njej dobro počutijo. Medvrstniški odnosi predstavljajo srce šolske skupnosti. Učenci poročajo, da drugačnost na njihovi šoli ni sprejeta in verjamejo, da lahko z različnimi aktivnostmi doprinesejo k boljšemu počutju vseh učencev. Znanje učencev o otrocih s posebnimi potrebami je splošno in površinsko, izkazalo se je pomanjkanje informacij s področja specifičnih znanj, ki zajemajo značilnosti vedenja in čustvovanja učencev s posebnimi potrebami. Učenci redne osnovne šole medosebni stik z učenci s posebnimi potrebami, ki so lokacijsko umeščeni v njihov šolski prostor, zaznavajo in doživljajo kot običajen. Stike najpogosteje vzpostavljajo v neformalnih oblikah socialnih interakcij. Učenci v svojih pripovedovanjih izpostavljajo skupne športne in likovne aktivnosti ter prosto igro. Takšnih oblik sodelovanja si želijo tudi v prihodnje, kar kaže potrebo po snovanju aktivnosti, ki bodo organizirane, a neformalne in s poudarkom na krepitvi socialnih veščin vseh vpletenih.

Keywords

šolska klima;medvrstniški odnosi;otroci s posebnimi potrebami;integracija;inkluzija;odnos učencev do vrstnikov s posebnimi potrebami;

Data

Language:	Slovenian
Year of publishing:	2019
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[S. Slokan]
UDC:	376(043.2)
COBISS:	12609097
Views:	524
Downloads:	72
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Under the same roof
Secondary abstract:	In my master's thesis I am researching experiences and impressions of mainstream students and those of special education programme on spending time in the same environment. In order to understand the institution of school as a living environment, I begin by explaining the importance and influence of school environment and interpersonal relations for children's mental health. Furthermore, I present the characteristics of special needs children's groups and explain the concepts of integration and inclusion. My research includes relationships between two groups of students, how they experience their time in school and their experiences of co-existing with other students in the same environment. Research problem of my master's thesis exposes experiences of co-existing between mainstream students and those who attend special education programme and supports students' opinion when it comes to forming future cooperation of all who are a part of school environment. In association with one of Ljubljana's elementary school I will include 12 students, who attend first triad of regular grammar school and 6 students who attend special education programme. The data needed for this research will be gained through combination of a method of creative expression through drawing and partly through structured interview. The results have shown that all students show positive attitude towards school and their general well-being associated with school is good. Peer relations represent the heart of school community. Students report that otherness at their school isn't accepted well and that they believe that various activities could contribute to better feeling of all who are a part of the school environment. Students’ knowledge of children with special needs is superficial and general; it has been shown that there is a lack of information from the field of specific knowledge, such as characteristics of behaviour and feeling of special needs children that share school environment with other students daily. Students are aware of children who attend special education programme and they regard it as common, something as usual as interpersonal contact they have in their classes. However, the contacts they have among themselves are superficial. They are most often established through informal forms of social interaction. As some of past experiences of cooperation between these two groups of students, they expose common sports and fine art activities and free play. They desire to keep these forms of cooperation in the future which shows a need for forming activities that will be organised but at the same time informal and with an emphasis on building social skills of all involved.
Secondary keywords:	backward child;school;interpersonal relations;otrok s posebnimi potrebami;šola;medosebni odnosi;
File type:	application/pdf
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Socialna pedagogika
Pages:	109 str.
ID:	11233628