magistrsko delo
Tanja Kladnik (Author), Milena Valenčič Zuljan (Mentor)

Abstract

Za izvedbo kakovostnega učnega procesa za učence s posebnimi potrebami je pomemben ustrezno usposobljen učitelj. Učiteljski poklic zahteva visoko usposobljenost na predmetnih področjih oz. strokah, ki jih poučujejo, kakovostno pedagoško-psihološko in andragoško izobrazbo ter pripravljenost na vseživljenjsko izobraževanje. Ena izmed ključnih lastnosti učinkovitih učiteljev je tudi njihova zmožnost prilagajanja pouka različnim učenčevim značilnostim. Otroci s posebnimi potrebami za učinkovito učenje in uspešno vključitev v proces osnovnošolskega izobraževanja potrebujejo ustrezne didaktične pripomočke in prilagojeno opremo. Ključnega pomena za doseganje učnih ciljev in standardov znanja, ki so določeni v učnem načrtu, je izvajanje notranje učne diferenciacije in individualizacije, ki pomeni premišljeno izpeljevanje didaktično-metodične in učno vsebinske diferenciacije in individualizacije. Učitelj otroka s posebnimi potrebami mora biti zmožen timskega sodelovanja z ostalimi strokovnimi delavci pri iskanju skupnih rešitev, saj bodo le na ta način našli ustrezne oblike dela s temi otroki. V empiričnem delu sta bili izvedeni kvantitativna in kvalitativna raziskava. Namen raziskave je bilo proučevanje in analiza izkušenj učiteljev z izvajanjem didaktično-metodične diferenciacije in individualizacije. Zanimale so nas izkušnje učiteljev s kombiniranjem in modificiranjem učnih metod in oblik ter izvedba različnih didaktičnih strategij. Prav tako smo želeli dobiti vpogled v individualizacijo učnega procesa z uporabo različnih učnih sredstev in pripomočkov. Zanimale so nas izkušnje sodelovanja med strokovnimi delavci na osnovnih šolah s prilagojenim programom v Sloveniji z vidika izvajanja didaktično metodične diferenciacije in individualizacije ter presoja učiteljev o njihovi usposobljenosti za izvajanje didaktično-metodične diferenciacije in individualizacije. Ugotavljali smo statistično pomembne razlike v presojah, ocenah in mnenjih glede na delovno mesto učiteljev na teh šolah ter na leta delovne dobe. Iz pregleda raziskav v Sloveniji smo ugotovili, da tovrstna raziskava v Sloveniji še ni bila izvedena. Podatke smo pridobili s pomočjo anketnega vprašalnika, ki smo ga oblikovali na podlagi pregleda literature in raziskav na tem področju ter intervjuja. Podatke, pridobljene z anketo, smo analizirali s statističnim programom SPSS. Podatke, pridobljene s pomočjo intervjujev, smo analizirali po načelih kvalitativne metodologije. Raziskava je med drugim pokazala, da se učitelji OŠ s prilagojenim programom v Sloveniji v veliki meri poslužujejo izvajanja didaktično-metodične diferenciacije in individualizacije pri svojem delu z učenci s posebnimi potrebami ter da se za izvajanje le-te počutijo tudi dokaj kompetentne. Ker pa se zavedajo, da težnja po večji individualizaciji in diferenciaciji pouka v sodobni družbi vedno bolj narašča, si na tem področju želijo pridobiti čim več dodatnih znanj. Rezultati raziskave bodo v pomoč pri načrtovanju in evalvaciji programov strokovne pomoči otrokom s posebnimi potrebami.

Keywords

didaktično metodična diferenciacija in individualizacija;učne metode;učne oblike;didaktične strategije;otroci s posebnimi potrebami;osnovna šola s prilagojenim programom;organizacija pouka;didaktični pripomočki;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Kladnik]
UDC: 376(043.2)
COBISS: 12818249 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Experience of primary school teachers in Slovenia with an adapted program with didactic-methodical differentiation and individualization
Secondary abstract: The quality of the learning process of students with disabilities is important for the teacher. The teaching profession requires a high level of competence in the subject areas. the professions they teach, quality pedagogical-psychological and andragogical education and readiness for lifelong education. One of the important attributes of effective teachers is their ability to adapt lessons to different student characteristics. Children with special needs need effective didactic aids and personalized equipment for effective learning and successful involvement in the elementary education process. The key to achieving the learning goals and standards of knowledge set out in the syllabus is the implementation of internal learning differentiation and individualization, which means a deliberate derivation of didactic-methodical and educational content differentiation and individualization. The teacher of a child with special needs should be able to work together with other professionals in finding common solutions, as this is the only way to find the most effective form of work with these children.In the empirical part, both quantitative and qualitative research will be conducted. The purpose of the research is to study and analyze the experiences of teachers in the implementation of didactic-methodical differentiation and individualization. We are interested in teachers' experiences in combining and modifying teaching methods and forms, and in implementing various didactic strategies. We also want to gain insight into the individualization of the learning process by using different teaching aids and aids. We are interested in the experience of cooperation between professional staff at elementary schools with a tailored program in Slovenia in terms of the implementation of didactically methodical differentiation and individualization, and the assessment of teachers as to their competence to perform didactically-methodical differentiation and individualization. We will find statistically significant differences in judgments, grades and opinions with regard to the workplace of teachers at these schools and over the years of service. From the survey of research in Slovenia, we found that this kind of research in Slovenia has not yet been conducted. The data will be obtained by means of a survey questionnaire, which will be formulated on the basis of literature review and research in the field and interview. Survey data will be analyzed with the SPSS statistical program. Data obtained through interviews will be analyzed according to the principles of qualitative methodology. The results of the research will assist in the planning and evaluation of programs of professional assistance to children with special needs.
Secondary keywords: special school;šola s prilagojenim programom;
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: XII, 98 str.
ID: 11434672