Zaznavanje integracije/inkluzije v osnovni šoli

Abstract

V kvalitativni raziskavi smo proučevali zaznavanje procesa integracije/inkluzije treh otrok z motnjo sluha v osnovni šoli. K sodelovanju smo povabili učitelje razredne in predmetne stopnje, specialni pedagoginji in ravnatelja redne šole ter specialne institucije, ki so izrazili mnenja o uresničevanju integracijskega modela. Rezultati raziskave kažejo, da so med mnenji sodelujočih mnoge podobnosti pa tudi razlike. Skupine enotno izpostavljajo učni, šolski napredek otrok z motnjo sluha in razvoj jezikovnih ter komunikacijskih spretnosti. Prav tako potrjujejo tudi pozitivne učinke modela na socialnem in emocionalno-motivacijskem področju z različnimi poudarki pri motivaciji, samokontroli in samopodobi treh otrok. Podobno učitelji in specialni pedagoginji tudi pri vrstnikih ocenjujejo šolsko storilnost in socialno integriranost kot uspešno. Ob pozitivnih učinkih integracijskega modela so sodelujoči opozorili tudi na nekatere negativne učinke, probleme in težave, ki so jih zaznali pri otrocih z motnjo sluha, vrstnikih, starših in sodelavcih. Med dilemami, vezanimi na organizacijske vidike izvajanja integracijskega modela, zlasti učitelji izpostavljajo nezadovoljstvo z usposabljanjem in povečane psihofizične obremenitve pri delu z integriranimi učenci.

Keywords

vzgoja in izobraževanje;integracija;inkluzija;defektologija;otroci z motnjo sluha;specialna pedagogika;

Data

Language:	Slovenian
Year of publishing:	2006
Typology:	1.01 - Original Scientific Article
Organization:	UM PEF - Faculty of Education
Publisher:	Zveza društev pedagoških delavcev Slovenije
UDC:	376.3
COBISS:	14589704
ISSN:	0038-0474
Parent publication:	Sodobna pedagogika
Views:	1748
Downloads:	265
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Detection of integration/inclusion in primary school
Secondary abstract:	A qualitative study investigated the detection of the process of integrating/including three children with impaired hearing in primary school. We co-operated with teachers of lower and upper primary school grades, two remedial instructors and a headmaster of a regular school and one of a specialised institution, who expressed their opinions on implementation of the integration model. The results of the research show there are both similarities and differences in the participants' opinions. The groups uniformly stress the learning, school progress of children with impaired hearing and the development of linguistic and communication skills. They also emphasise the positive effects of the model in the social and emotional-motivational areas, with different stresses on the motivation, self-control and self-image of the children. Similarly, the teachers and remedial instructors also assess that the school efficiency and social integration has been successful with their classmates. In addition to the positive effects of the integration model, the participants also pointed to certain negative effects, problems and difficulties detected with children with impaired hearing, their classmates, parents and colleagues. Among the dilemmas concerning the organisational aspects of realising the integration model, teachers in particular highlight dissatisfaction with the training and the increased psychophysical burden due to working with integrated pupils.
Secondary keywords:	education;integration;inclusion;defectology;children with impaired hearing;special pedagogy;
URN:	URN:NBN:SI
Type (COBISS):	Not categorized
Pages:	str. 320-337
Volume:	ǂLetn. ǂ57
Issue:	posebna izdaja
Chronology:	2006
ID:	1740643