magistrsko delo
Martina Rezar (Author), Milena Košak Babuder (Mentor)

Abstract

Z inkluzivnim izobraževanjem želimo povečati občutljivost in odgovornost šol za težave učencev in dijakov pri učenju ter posameznikom tako zagotoviti ustrezno podporo in pomoč za uspešno premagovanje primanjkljajev. Pri tem je poudarjena potreba po prilagajanju učnega okolja posamezniku, kar vključuje tudi uporabo učbenikov, ki so prilagojeni posebnim potrebam učencev in dijakov z učnimi težavami. Ker lahko pri učencih in dijakih z učnimi težavami govorimo o drugačni možganski organizaciji, zaradi česar učenje pri njih poteka na drugačen način kot pri vrstnikih brez težav, je treba to upoštevati tudi pri izbiri učbenikov in zanje izbirati takšne, v katerih so informacije predstavljene na način, ki je zanje ustrezen. Učbenik, kot pomemben vir informacij, predstavlja podporo učitelju, učencu pa omogoča samostojno učenje in pridobivanje znanja. Učbenike, s katerimi bi učencem in dijakom z učnimi težavami omilili težave s sprejemanjem informacij, lahko zagotovimo z upoštevanjem splošnih priporočil za oblikovanje besedil. Priporočila so sicer že oblikovana, a jih je treba še bolj specifično prilagoditi področju posebnih potreb oz. učnih težav. Poleg tega obstajajo nekatere sodobne oblike učbenikov, ki ponujajo različna orodja za individualno prilagoditev gradiva (zvočne knjige, interaktivna gradiva …) in posamezniku omogočajo, da lahko kljub primanjkljajem in posebnim potrebam učbenik uspešno uporablja ter si tako zagotovi samostojno in kakovostno učenje. Namen raziskave je bil analizirati dvanajst različnih obstoječih učbenikov družboslovnih predmetov v osnovni in srednji šoli ter ugotoviti, v kolikšni meri so po vsebini in obliki dostopni učencem in dijakom z učnimi težavami. Hkrati smo želeli oblikovati smernice s kriteriji in jih ponuditi učiteljem kot pripomoček pri izbiri in določanju učbenikov, primernih za učence in dijake z učnimi težavami. V nadaljevanju smo preverili še, kako učenka in dijakinja z učnimi težavami uporabljata optimalno oblikovan učbenik in kako ga ocenjujeta, iz tega izhajajoč pa smo pripravili še napotke za učenje učinkovite uporabe optimalno oblikovanih učbenikov za posameznike z učnimi težavami. Rezultati analize učbenikov so pokazali, da so izbrani učbeniki posameznih družboslovnih šolskih predmetov glede na splošno sprejete kriterije po vsebini in obliki v povprečju v večini primerni za učence in dijake s splošnimi in specifičnimi učnimi težavami, a se na določenih področjih pojavljajo nekatere pomanjkljivosti, ki pomembno ovirajo učenje posameznikov z učnimi težavami in bi jih bilo nujno izboljšati. Iz intervjuja z učenko in dijakinjo smo ugotovili, da optimalno oblikovan učbenik ocenjujeta kot dober in za učenje primernejši kot neprilagojen učbenik, pri njegovi uporabi pa smo tako pri učenki kot tudi dijakinji odkrili nekaj področij uporabe učbenika, kjer bi bilo potrebno sistematično učenje uporabe bralnih učnih strategij za izboljšanje kakovosti učenja. Nekaj teh je v magistrskem delu podrobneje predstavljenih.

Keywords

osnovna šola;srednja šola;družboslovje;analiza učbenikov;učenci z učnimi težavami;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Rezar]
UDC: 376(075)(043.2)
COBISS: 12622409 Link will open in a new window
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Downloads: 66
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Other data

Secondary language: English
Secondary title: Evaluation of social science textbooks for elementary and secondary schools in terms of special needs of students with learning disabilities
Secondary abstract: Inclusive education aims to increase the sensitivity and accountability of schools to students' learning difficulties and thus provide individuals with adequate support and assistance to successfully overcome their deficits. It emphasizes the need to adapt the learning environment to the individual, which also includes the use of textbooks that are tailored to the specific needs of pupils and students with learning disabilities. Since pupils and students with learning disabilities may have a different brain organization, which makes them learn in a different way from peers without difficulty, this should also be taken into account when selecting textbooks and selecting those in which information is presented in a way that is appropriate for them. The textbook, as an important source of information, provides support for the teacher and enables the learner to learn and acquire knowledge independently. Textbooks to help pupils and students with learning disabilities with difficulty receiving information can be provided by following the general text formatting recommendations. Although the recommendations have already been formulated, they need to be further adapted to the specific needs area or learning difficulties. In addition, there are some modern textbook formats that offer a variety of tools to tailor the material individually (audiobooks, interactive materials, etc.) and allow the individual to successfully use the textbook to ensure an independent and quality learning despite its shortcomings and special needs. The purpose of the research was to analyze twelve different existing textbooks in social sciences in primary and secondary schools and to determine the extent to which they are accessible to pupils and students with learning disabilities in content and form. At the same time, we wanted to formulate criteria guidelines and offer them to teachers as a tool for selecting and defining textbooks suitable for pupils and students with learning disabilities. Next, we further examined how pupils and students with learning disabilities use the optimally designed textbook and how to evaluate it, and as a result, we prepared instructions for learning how to effectively use optimally designed textbooks for individuals with learning disabilities. The results of the textbook analysis showed that the selected textbooks of individual social sciences subjects are, on average, generally suitable for pupils and students with general and specific learning disabilities, but in some areas there are some shortcomings, which significantly impede the learning of individuals with learning disabilities and would necessarily have to be improved. From the interview with the student, we found out that the optimally designed textbook was considered good and more appropriate than the non-adapted textbook, while in its use we discovered some areas of the textbook use for both pupils and students, which would require systematic learning of the use of reading textbook strategies for improving the quality of learning. Some of these are presented in more detail in the master's thesis.
Secondary keywords: textbook;learning difficulty;učbenik;učne težave;
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: 167 str.
ID: 11237214