magistrsko delo
Lara Stulle (Author), Milena Košak Babuder (Mentor), Ana Bezenšek (Co-mentor)

Abstract

V magistrskem delu smo preučili usposobljenost učiteljev za poučevanje otrok z avtističnimi motnjami na slovenskih osnovnih šolah na območju tržaške pokrajine. V italijanskih državnih šolah je uveljavljen koncept inkluzivnega izobraževanja za vse otroke s posebnimi potrebami; otroci z avtističnimi motnjami in drugi otroci s posebnimi potrebami so vključeni v skupen osnovnošolski program ne glede na stopnjo in vrsto njihovih primanjkljajev. Podpore različnih strokovnjakov so deležni v različnem obsegu glede na stopnjo in vrsto svojega primanjkljaja. Poleg razrednih učiteljev, ki so odgovorni za poučevanje vseh otrok, je učencem z avtističnimi motnjami dodeljen specializirani učitelj, ki je v razredu ob otroku s posebnimi potrebami, pomoč pa nudi tudi drugim otrokom. V primeru pridruženih vedenjskih težav, težav v komunikaciji in samostojnosti imajo ti otroci pravico do pomočnika za samostojnost in komunikacijo, vzgojitelja ipd. Učitelji v šolah naj bi bili strokovno usposobljeni za poučevanje vseh otrok, tudi otrok s posebnimi potrebami. Nekaj znanja si učitelji pridobijo v času petletnega univerzitetnega študija, med katerim morajo opraviti izpite s področja specialne pedagogike ter praktično usposabljanje. Poleg usposobljenosti učiteljev na uspešno uresničevanje inkluzivnega izobraževanja pomembno vplivajo tudi stališča učiteljev. V empiričnem delu smo pridobili vpogled v usposobljenost učiteljev za delo z otroki z avtističnimi motnjami s pomočjo vprašalnika, sestavljenega iz štirih sklopov vprašanj: splošno poznavanje avtističnih motenj, zmožnost prilagojenega poučevanja učencev z avtističnimi motnjami, stališča do vključevanja otrok z avtističnimi motnjami v šolo ter učiteljeva ocena lastne usposobljenosti za poučevanje otrok z avtističnimi motnjami. Na osnovi pridobljenih odgovorov 52 sodelujočih razrednih učiteljev ugotavljamo, da imajo osnovnošolski učitelji na Tržaškem zadovoljivo splošno znanje o avtističnih motnjah, pomanjkljivosti pa se kažejo glede njihove usposobljenosti za delo z učenci z avtističnimi motnjami. To kaže tudi samoocena učiteljev. Pri mlajših generacijah učiteljev so se pokazala pozitivnejša stališča do vzgojno-izobraževalnega vključevanja otrok z avtističnimi motnjami kot pri starejših generacijah. Predhodne izkušnje z otroki z avtističnimi motnjami pa niso vplivale na učiteljeva stališča. Na podlagi rezultatov smo prišli do zaključka, da bi bilo potrebno v prihodnje usposabljati učitelje za poučevanje otrok s posebnimi potrebami preko tečajev in seminarjev. Prav tako bi bilo potrebno že v univerzitetne programe za izobraževanje učiteljev vključiti predmete za pridobivanje kompetenc za prepoznavanje značilnosti učencev s posebnimi potrebami in iz njih izhajajočih vzgojno-izobraževalnih potreb ter zlasti predmete, s katerimi učitelji pridobijo kompetence za uporabo preizkušenih pristopov za delo z učenci z avtističnimi motnjami.

Keywords

osnovne šole na Tržaškem;vključevanje otrok s posebnimi potrebami;avtistične motnje;učitelji;stališča;usposobljenost;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [L. Stulle]
UDC: 616.896:376.1(043.2)
COBISS: 202436867 Link will open in a new window
Views: 15
Downloads: 2
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Other data

Secondary language: English
Secondary title: Qualifications of teachers for teaching children with autism spectrum disorders in Slovenian primary schools in Trieste
Secondary abstract: In this master's thesis, we examined the qualification of teachers for teaching children with autistic disorders in Slovenian primary schools in the Trieste region. In Italy’s state schools, the concept of inclusive education for all children with special needs is well established; children with autistic disorder and other children with special needs are included in mainstrem primary school programmes, regardless of the degree and type of their deficits. They receive support from various experts to varying degrees and types of their deficits. In addition to the class teachers, who are responsible for teaching all children, pupils with autistic spectrum disorder are assigned a specialised teacher who works with the child with special needs in the class and aslo supports other children. In case of associated behavioural, communication and autonomy problems, these children are entitled to an independence and communication assistant, an educator, etc. Teachers in schools should be professionally trained to teach all children, including those with special needs. They acquire part of their knowledge during a five-year university programme in which they take exams in special needs education and complete an internship. The successful implementation of inclusive education depends on teachers' qualifications and attitudes. The empirical part includes an insight into the qualifications of the teachers for working with children with autistic disorders. This was obtained with the help of a questionnaire consisting of four sets of questions: general knowledge about autistic disorders, the ability to teach children with autistic disorders in an adapted way, the teachers' attitudes towards the inclusion of children with autistic disorders in schools and the teachers' self-assessment of their own qualifications for teaching children with autistic disorders. Based on the responses of the 52 participating classroom teachers, we conclude that primary school teachers in the Trieste region have a satisfactory general knowledge of autistic disorders, but shortcomings in their competence to work with students with autistic disorders are evident. This is also reflected in the teachers' self-assessment. The younger generation of teachers showed a more positive attitude towards the inclusion of these children in the education system than the older generations. However, previous experience with children with autistic disorders had no influence on teachers' attitudes. From the results, it can be concluded that teachers for children with special needs should be qualified through courses and seminars in the future. In addition, university programmes for teachers should include courses that provide teachers with the competence to identify the characteristics of pupils with special needs and the resulting educational needs, and in particular courses that provide teachers with the competence to apply proven approaches to working with pupils with autistic disorders.
Secondary keywords: primary schools in the Trieste region;inclusion of children with special needs;autistic disorders;teachers;attitudes;competencies;Otroci s posebnimi potrebami;Vzgoja in izobraževanje oseb s posebnimi potrebami;Avtizem;Trst (Italija);Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Logopedija in surdopedagogika
Pages: 1 spletni vir (1 datoteka PDF (VI, 76 str.))
ID: 24568232