magistrsko delo
Tamara Čeh (Author), Edvard Protner (Mentor)

Abstract

Kljub medsebojnim razlikam in posebnostim, ki so značilne za nekatere učence, smo kot soljudje in kot pedagoški delavci dolžni tem učencem omogočiti enakopravno izobrazbo, možnosti za uspeh in po naši moči najboljšo podporo pri razvoju v duševno zdrave odrasle. V teoretičnem delu magistrskega dela so predstavljene čustveno-vedenjske motnje pri otrocih, indikacije in dejavniki, ključni za razvoj čustveno-vedenjskih motenj in pomen inkluzije ter vloga učitelja pri prepoznavanju motenj in pomoči otrokom z motnjami. V empiričnem delu smo raziskali, kakšna so stališča anketirancev v odnosu do otrok s čustveno-vedenjskimi motnjami. Ugotovili smo, da učitelji še vedno slabo sprejemajo otroka s čustveno vedenjskimi motnjami. Obravnavajo ga kot breme in sprejemanja ter pomoči temu otroku ne razumejo kot svoje dolžnosti. Prav tako smo ugotovili, da ni povezanosti med stališčem do otrok s čustveno-vedenjskimi motnjami in poučevanjem na razredni ali predmetni stopnji, trajanjem delovne dobe ali številom otrok s čustvenimi vedenjskimi motnjami, ki jih ti učitelji poučujejo. Menimo, da je pot do točke, ko bo vsaka šola vključujoča šola, še dolga, ampak vendarle nujno potrebna.

Keywords

magistrska dela;moteče vedenje;učni uspeh;inkluzija;čustveno vedenjske motnje;otroci s posebnimi potrebami;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [T. Čeh]
UDC: 376:373.3(043.2)
COBISS: 69533699 Link will open in a new window
Views: 1304
Downloads: 275
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Other data

Secondary language: English
Secondary title: Teacher's views and attitudes towards students with emotional and behavioral disorders
Secondary abstract: Pedagogical workers are, as fellow human beings, obliged to provide students with equal education and success opportunities along with their best support for students' development into mentally healthy adults, even if some of the students are different and have special characteristics. In the theoretical part, we presented childrens' emotional and behavioral disorders, indications and factors that are vital for development of emotional and behavioral disorders. Theoretical part also includes the importance of inclusion and the role of the teacher in identifying disorders and helping children with disorders. In the empirical part, we researched attitudes of the interviewees towards children with emotional and behavioral disorders. The outcome of the research showed that teachers still poorly accept a child with emotional and behavioral disorders, often treat him as a burden and do not consider helping said child as part of their duty. Research also showed that there is no correlation between attitudes toward children with emotional and behavioral disorders and teaching at primary or lower secondary level of education, length of service, or the number of children with emotional and behavioral disorders taught by these teachers. We believe that the road to where every school will be an inclusive school is long, but necessary.
Secondary keywords: master theses;disruptive behavior;learning success;inclusion;emotional and behavioral disorders;children with special needs;Inkluzivna vzgoja in izobraževanje;Otroci s posebnimi potrebami;Osebnostne motnje;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za temeljne pedagoške predmete
Pages: X, 82 f.
ID: 12933262