Sodelovalno poučevanje učenke, ki počasneje usvaja znanja, v drugem razredu osnovne šole

Abstract

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Data

Language:	Slovenian
Year of publishing:	2011
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[Š. Balaban]
UDC:	37.091.3(043.2)
COBISS:	8896329
Views:	1061
Downloads:	258
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Team teaching of a slow learner in the second class of primary school
Secondary abstract:	The inclusion of slow learners in compulsory primary schools is a controversial topic. It arises numerous debates and different opinions among its defenders as well as opponents. Proper inclusion demands acceptance of children with special needs, knowledge of their needs, knowledge of suitable adjustments in class, teacher's readiness for work with such children and a teaching assistant (a special and rehabilitation pedagogue in particular). The class teacher and the teaching assistant have to cooperate and form a team. All the aforementioned issues present theoretical background to team consideration of a slow learner. Both, the teacher and the assistant planned the lessons, developed strategies, observed the pupil and offered support in her progress. The empirical part of the final work presents their cooperation by verbatim report of lesson realisations, evaluations, dilemmas, communications. Success in cooperation is evaluated on the basis of learner's progress, which is based on mathematics objective type exercises. These represent the minimum standard of knowledge in mathematics. The knowledge exhibited by the slow learner is compared to the knowledge of two learners without learning difficulties. The positive outcome of cooperation between the teacher and the teaching assistant is acknowledged by learner's parents and teachers' co-workers. The learner progressed in the field of education as well as exhibited more independence at learning, started to respect instructions and improved her social skills. The class teacher evaluated cooperation with the teaching assistant as positive for several reasons: the learner might progress significantly less without the help of teaching assistant; the class teacher would spend much more time on suitable materials and lesson preparation; the class teacher would encounter difficulties in ensuring proper adjustments for all learners in her class.
Secondary keywords:	learning difficulty;integration;učne težave;integracija;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	109 str.
Type (ePrints):	thesis
Title (ePrints):	Sodelovalno poučevanje učenke, ki počasneje usvaja znanja, v drugem razredu osnovne šole
Keywords (ePrints):	pomoč učencem;timsko poučevanje;inkluzija;
ID:	8307985