Veljavnost kriterijev evidentiranja nadarjenosti za vse otroke

magistrsko delo

Diana Oman (Author), Vanja Riccarda Kiswarday (Mentor)

Abstract

V rednih programih vzgoje in izobraževanja je vedno več otrok s posebnimi potrebami, pri katerih se z različno intenzivnostjo izkazujejo posebne potrebe. Ti otroci potrebujejo ustrezne načine dela, pomoč, podporo in prilagoditve za premagovanje ovir, motenj ali primanjkljajev. V skupini otrok s specifičnimi učnimi težavami obstaja skupina otrok, ki učiteljem zaradi neobvladovanja njihovega vedenja povzroča veliko preglavic - to so otroci s čustvenimi in vedenjskimi težavami. Ti otroci so zaradi svojega motečega vedenja v šoli in v razredu v stalnem konfliktu z okoljem, ker ne spoštujejo pravil, so zelo izstopajoči in povzročajo težave učiteljem, vrstnikom, staršem in širšemu okolju. Tudi nadarjeni in bistri učenci imajo lahko neprimerno, odklonilno, izstopajoče vedenje oziroma določene čustvene in vedenjske težave. Na žalost ti čustveni in vedenjski odzivi prikrijejo njihovo nadarjenost in so le-ti opaženi kot motnja. Ti dvojno izjemni učenci, ki so nadarjeni in imajo čustvene in vedenjske težave, lahko z različno spretnostjo obvladujejo strategije, s katerimi prikrijejo te težave. Ker so otroci, ki so nadarjeni, a imajo težave na področju vedenja, čustvovanja in socialnega vključevanja, zelo prezrti v svojih dejanskih potrebah, zaradi česar so prikrajšani tako na učnem kot čustvenem in socialnem področju, smo se odločili, da v okviru tega magistrskega dela raziščemo, v kolikšni meri so kriteriji za evidentiranje nadarjenosti veljavni za vse otroke, tudi tiste s posebnimi potrebami oziroma v našem primeru za otroka s čustvenimi in vedenjskimi težavami.

Keywords

magistrska dela;nadarjenost;čustvene in vedenjske težave;dvojna izjemnost;veljavnost kriterijev evidentiranja nadarjenosti;inkluzija;

Data

Language:	Slovenian
Year of publishing:	2022
Typology:	2.09 - Master's Thesis
Organization:	UM PEF - Faculty of Education
Publisher:	[D. Oman]
UDC:	376:159.922.76-056.45(043.2)
COBISS:	127558403
Views:	12
Downloads:	1
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Criteria Validity of Identification of Giftedness in All Children
Secondary abstract:	There is an increasing number of children with special needs in regular education programmes, in whom special needs are manifested with varying intensity. These children need appropriate working methods, help, support and adaptations to overcome obstacles, disabilities or deficits. Within the group of children with specific learning difficulties, there is a group of children who cause many headaches for teachers due to their lack of control over the behaviour of these students - these are children with emotional and behavioural problems. Due to their disruptive behaviour at school and in the classroom, these children are in constant conflict with the environment; because they do not follow the rules, they stand out and cause problems for teachers, peers, parents and the wider environment. Gifted and bright students can also display inappropriate, deviant, stand-out behaviour or certain emotional and behavioural problems. Unfortunately, these emotional and behavioural responses mask their giftedness and are perceived as a disorder. These twice-exceptional students, who are gifted and have emotional and behavioural problems, can master strategies with which they hide these problems with varying skill. Since children who are gifted but have problems in the areas of behaviour, emotions and social integration are very much ignored in their actual needs, as a result of which they are disadvantaged academically as well as emotionally and socially, this master's thesis aims to investigate to what extent are the criteria for the recognition of giftedness valid for all children, including those with special needs or, in our case, for children with emotional and behavioural problems.
Secondary keywords:	master theses;giftedness;emotional and behavioural problems;twice-exceptionality;criteria validity of identification of giftedness;inclusion;Sposobnost;Inkluzivna vzgoja in izobraževanje;Univerzitetna in visokošolska dela;
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za temeljne pedagoške predmete
Pages:	1 spletni vir (1 datoteka PDF (XII, 105 str.))
ID:	16513100