Izkustveno in vrstniško učenje učencev z motnjo v duševnem razvoju

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[Z. Černelič]
UDC:	376:37.091.312(043.2)
COBISS:	9321545
Views:	1254
Downloads:	160
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Experiential and peer learning of children with mental disabilities
Secondary abstract:	In every society there are people with special needs, who are often marginalized. The way that society treats different people, shows its openness, fairness and inclusion. The time of schooling is very important for children with special needs because they are experiencing biological and personal changes as well. That is why, not only parents and teachers have an important role but also their peers, whose role becomes more significant in adolescence. A project named Experiential and peer learning, which we are doing in home of children with mental disabilities, has enabled children with mental disabilities socialising, learning and fun with peers and students of the nearby secondary school. The project increased students’ perception of self-efficiency, which is one of the most fundamental precepts about oneself because it enhances the inclusion of individuals in society.
Secondary keywords:	backward child;peer group;experiential learning;otrok s posebnimi potrebami;vrstniki;izkustveno učenje;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Socialna pedagogika
Pages:	VI, 104 f.
Type (ePrints):	thesis
Title (ePrints):	Experiential and peer learning of children with mental disabilities
Keywords (ePrints):	posebne potrebe
Keywords (ePrints, secondary language):	special needs
Abstract (ePrints):	V vsaki družbi živijo ljudje s posebnimi potrebami, ki so pogosto marginalizirani in odrinjeni ob rob. Odnos družbe do drugačnih kaže na njeno odprtost, pravičnost in inkluzivnost. Čas šolanja je za otroke s posebnimi potrebami zelo pomemben, saj se tudi pri njih dogajajo razvojne biološke in osebnostne spremembe. V razvoju vsakega otroka so poleg staršev in učiteljev pomembni tudi vrstniki, ki v obdobju mladostništva prevzamejo osrednje mesto. S projektom izkustvenega in vrstniškega učenja, ki ga izvajamo v domu osnovne šole, smo učencem z motnjo v duševnem razvoju omogočili druženje, učenje in zabavo z vrstniki, dijaki. Pod vplivom izkustvenega in vrstniškega učenja se je povečalo zaznavanje lastne uspešnosti učencev, ki je eden najpomembnejših vidikov zavedanja o sebi in pogoj za uspešno vključevanje posameznika v družbo.
Abstract (ePrints, secondary language):	In every society there are people with special needs, who are often marginalized. The way that society treats different people, shows its openness, fairness and inclusion. The time of schooling is very important for children with special needs because they are experiencing biological and personal changes as well. That is why, not only parents and teachers have an important role but also their peers, whose role becomes more significant in adolescence. A project named Experiential and peer learning, which we are doing in home of children with mental disabilities, has enabled children with mental disabilities socialising, learning and fun with peers and students of the nearby secondary school. The project increased students’ perception of self-efficiency, which is one of the most fundamental precepts about oneself because it enhances the inclusion of individuals in society.
Keywords (ePrints, secondary language):	special needs
ID:	8310618