magistrsko delo
Ana Vidmar (Author), Janez Jerman (Mentor)

Abstract

Specialni in rehabilitacijski pedagogi poučujejo učence s posebnimi potrebami, ki prihajajo v šolo z različnim sposobnostmi, znanji ter veščinami. Odgovorni so za to, da dobro opravijo svoje delo, kar pomeni, da strokovno načrtujejo, izvajajo in evalvirajo šolsko uro, se povezujejo z drugimi šolskimi delavci, se udeležujejo strokovnih izobraževanj ter skrbijo za svoj profesionalni razvoj. S pomočjo evalvacije ugotovijo, pri katerih dejavnostih je bil učenec s posebnimi potrebami uspešen in pri katerih neuspešen. Ob doživljanju učenčevih uspehov in pogosto tudi neuspehov si postavljajo vprašanje: »Zakaj?« Vzroke, ki bi jim pomagali pojasniti uspehe in neuspehe, začnejo iskati pri sebi in svojem delu ter pri učencih. Spopadanje z neuspehom učenca za specialne in rehabilitacijske pedagoge pomeni, da morajo najti rešitev, kako zastavljeni cilj doseči. Soočajo se z obremenitvami, ki jih prinese reševanje problemov in od osebnostnih značilnosti specialnih in rehabilitacijskih pedagogov je odvisno, kako hrabro bodo poraz prenesli ter kako bodo problem rešili. Če specialni in rehabilitacijski pedagogi ob tem doživljajo preveč frustracij ter razvijajo obrambne mehanizme, problemov ne rešujejo konstruktivno, kar lahko privede do stresa. Namen raziskave je bil ugotoviti, katerim dejavnikom specialni in rehabilitacijski pedagogi pripisujejo odgovornost za uspeh in neuspeh učencev s posebnimi potrebami ter kaj jih pri delu z učenci s posebnimi potrebami veseli in kaj obremenjuje. Z Vprašalnikom o odgovornosti za uspeh učenca Thomasa R. Guskeya smo želeli preveriti delež odgovornosti, ki si jo specialni in rehabilitacijski pedagogi pripišejo ob uspehu ali neuspehu učenca s posebnimi potrebami. S Connor-Davidsonovo lestvico osebnostne čvrstosti pa smo želeli izvedeti, kako dobro specialni in rehabilitacijski pedagogi premagujejo ovire in se soočajo s problemi. V raziskavi je sodelovalo 60 specialnih in rehabilitacijskih pedagogov z različno izobrazbo. Delajo v programu s prilagojenim izvajanjem in dodatno strokovno pomočjo, v prilagojenem programu z enakovrednim ali nižjim izobrazbenim standardom in/ali v posebnem programu vzgoje in izobraževanja. Rezultati so pokazali, da specialni in rehabilitacijski pedagogi največ odgovornosti pripisujejo učencu, sledijo učitelji in nato starši. Specialne in rehabilitacijske pedagoge najbolj veseli delo z učenci, najbolj pa jih obremenjujejo starši. Počutijo se osebnostno čvrste, dobro premagujejo neuspehe, zmožni so se dobro prilagoditi spremembam in se soočati s težavami. Uspeli smo dokazati statistično pomembnost pri dimenziji o odgovornosti za uspeh učenca s posebnimi potrebami – specialni in rehabilitacijski pedagogi prevzamejo večjo odgovornost za učenčev uspeh in manjšo za njegov neuspeh. Statistično pomembna korelacija med leti delovnih izkušenj in odgovornostjo se je pokazala pri učenčevem neuspehu, za uspeh pa povezanosti nismo uspeli dokazati. Ugotovili smo, da se specialni in rehabilitacijski pedagog z daljšo delovno dobo počuti manj odgovornega za učenčeve neuspehe, kot tisti z manj leti delovnih izkušenj. Med odgovornostjo in delovnim mestom specialnega in rehabilitacijskega pedagoga nismo uspeli dokazati pomembne povezanosti. Ključno je, da specialni in rehabilitacijski pedagog verjame v napredek vsakega učenca s posebnimi potrebami in mu pomaga pri doseganju ciljev.

Keywords

specialni in rehabilitacijski pedagogi;odgovornost;učenci s posebnimi potrebami;uspeh;motivacija;osebnostna čvrstost;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Vidmar]
UDC: 376(043.2)
COBISS: 12784201 Link will open in a new window
Views: 360
Downloads: 52
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Responsibilty of special education teachers for success of students with special needs
Secondary abstract: Special education teachers teach special needs students who come to school with different abilities, knowledge and skills. They are responsible for doing their job well, which means they professionally plan, carry out and evaluate the lesson, they connect with other school workers, they attend professional training courses and they take care of their professional development. With the help of the evaluation they find out which activities a special needs student was successful at and which ones he/she was unsuccessful at. When a student is successful or, mainly when he/she is unsuccessful, the teachers ask themselves ''Why?''. They begin by searching for reasons in themselves, in their work and in their students, who would help them explain their successes and failures. When dealing with a student's failure a special education teacher must find a solution to reach the set goal. They are faced with the burdens that come by solving problems and it depends on the personal characteristics of the special education teacher how bravely they will bear the failure and how well they will solve the problem. If special education teachers experience too many frustrations and develop defence mechanisms, they do not solve the problems constructively, which can lead to stress. The purpose of the research is to find out, which factors special education teachers attribute the responsibility for success and failure of special needs children to and what makes these teachers happy and what burdens them when they work with such children. With Thomas R. Guskey’s Responsibility for student achievement questionnaire we wanted to check the share of responsibility that special education teachers attribute to special needs’ student’s success and failure. With Connor-Davidson’s resilience scale we wanted to find out how well special education teachers overcome the obstacles and face problems. Sixty special education teachers with different types of education participated in the research. They work in an adjusted pursuance programme with additional professional help, in an adjusted programme with an equal or lower educational standard and/or in a special programme of education. The results showed that special education teachers attribute the most responsibility to the student, then to teachers and parents. Special education teachers are mostly fond of working with students. However, parents trouble them a lot. The teachers feel they are personally firm and can overcome failures well, they are capable of well-adjusting to change and facing problems. We succeeded in statistically proving the importance of the dimension of responsibility for the success of a special needs’ student – special education teachers take greater responsibility for the student’s success and lesser for his/her failure. Statistically important correlation between the years of work experience and the responsibility was shown in the student’s failure. However, we could not prove the connection for his/her success. We found out that a special education teacher with more years of service feels less responsible for the student’s failures than the one with less years of work experience. I could not prove a significant connection between the responsibility and the workplace of a special education teacher. It is vital that a special education teacher believes in the progress of each student with special needs and that he/she helps them to achieve their goals.
Secondary keywords: backward child;otrok s posebnimi potrebami;
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: 51 str.
ID: 11386445