magistrsko delo
Aljoša Rodinger (Author), Dragan Potočnik (Mentor), Nataša Maver Šoba (Co-mentor)

Abstract

Učitelji se v osnovni šoli, tudi pri pouku zgodovine, srečujejo z različno skupino učencev, tudi z učenci s posebnimi potrebami. Delo načrtujejo tako, da lahko vsi učenci pri pouku napredujejo. Pričujoče magistrsko delo obravnava učence s posebnimi potrebami pri pouku zgodovine. Razdeljeno je na teoretični in empirični del, kar je omogočilo, da smo na koncu lahko potrdili ali zavrgli hipoteze. Učitelji zgodovine se pri pouku najpogosteje srečujejo z učenci, ki imajo bralno-pisne težave in s tujci. Ugotovili smo, da se učitelji zavedajo, da so za učence s posebnimi potrebami pri pouku potrebne prilagoditve, da pa kljub temu pri delu naletijo na težave. Izkazalo se je, da bi potrebovali dodatna vedenja, kako učencem s posebnimi potrebami prilagajati gradiva, teste, preverjanja znanja ter kako načrtovati pouk, da bodo vsi učenci čim bolj vključeni. Učitelji pri pouku uporabljajo ustrezen sedežni red, poskrbijo za fotokopije zapiskov, povečana besedila in razmike, napovedano ocenjevanje ipd., manj pa denimo možnost ustnega ocenjevanja namesto pisnega. Prav tako smo ugotovili, da se učitelji na omenjenem področju veliko samoizobražujejo ter da se zavedajo, da je timsko delo pri delu z učenci s posebnimi potrebami pomembno.

Keywords

magistrska dela;učne težave;prilagoditve;osnovna šola;zgodovina;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [A. Rodinger]
UDC: 373.3:376(043.2)
COBISS: 241810435 Link will open in a new window
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Downloads: 9
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Other data

Secondary language: English
Secondary title: Special needs students during history classes
Secondary abstract: In primary school, even in history lessons, teachers meet a diverse group of students, including students with special needs. They plan the work in such a way that all students can equally progress in the lessons. The current master's thesis deals with students with special needs in history lessons. It is divided into a theoretical and an empirical part, which allowed us to finally confirm or reject the hypotheses. During lessons, history teachers most often encounter students who have reading and writing problems and foreigners. We found that teachers are aware that adaptations are necessary for students with special needs in class, but they still encounter problems in their work. It turned out that they would need additional skills, how to adapt materials, tests, knowledge tests to students with special needs, and how to plan lessons to include them as much as possible. Teachers use an appropriate seating arrangement during classes, take care of photocopies of notes, enlarged texts and spacing, predicted assessment, etc., and less, for example, the possibility of oral assessment instead of written. We have also found that teachers in the mentioned field do a lot of self-education and are aware that teamwork is important when working with students with special needs
Secondary keywords: master theses;learning difficulties;accommodations;primary schools;history;Zgodovina;Vzgoja in izobraževanje oseb s posebnimi potrebami;Učenci;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za zgodovino
Pages: 1 spletni vir (1 datoteka PDF (XI, 100 str.))
ID: 26417590