Usposobljenost učiteljev za diferenciacijo pri učencih s posebnimi potrebami

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[K. Dervarič]
UDC:	376.1(043.2)
COBISS:	9631561
Views:	775
Downloads:	133
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The abilitiy of teachers to the differentiation of students with special needs
Secondary abstract:	Integration and inclusion are the processes of integration of pupils with special needs into regular groups of nurseries or schools. It makes it possible to include in educational institutions all students with their individual characteristics, peculiarities, interests. According to the different abilities, capabilities, interests the teacher individualizes learning process. Special treatment in the classroom require students with disabilities who are included in the education program with additional professional help. Their specificity and deficits require additional adjustments, such as personalized treatment for new learning materials, adapted training materials and adapted learning materials, adjustments in method and scope of knowledge assessment, homework. However, it is necessary to consider the conditions which pupils have in an inclusive school. The teachers often find themselves in need because they do not know the students' special needs, their abilities and consequently, can not provide the conditions for the successful work of these students. The purpose of the empirical research was to determine the ability of teachers to implement differentiation and individualization of pupils with special needs. For the purposes of research, we designed a questionnaire for teachers. The study used quantitative methodology. Statistical processing was done with the SPSS program. The research sample consisted of 70 teachers from primary schools. Data were collected through a survey questionnaire. Survey results indicate that teachers usually adjust time, assessment of knowledge and revision to learners with special needs. In this study we also found that the majority of teachers are willing to further professional education in the field of knowledge of the characteristics of students with special needs and adapt teaching students with special needs.
Secondary keywords:	backward child;special education;differentiation;teacher;otrok s posebnimi potrebami;pouk po prilagojenem programu;diferenciacija;učitelj;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	V, 76 str.
Type (ePrints):	thesis
Title (ePrints):	The abilitiy of teachers to the differentiation of students with special needs
Keywords (ePrints):	integracija
Keywords (ePrints, secondary language):	integration
Abstract (ePrints):	Integracija in inkluzija sta procesa vključevanja učencev s posebnimi potrebami v redne skupine vrtcev ali šol. Omogočata, da se vključujejo v vzgojno-izobraževalne ustanove vsi učenci s svojimi individualnimi značilnostmi, posebnostmi, interesi. Glede na različne sposobnosti, zmožnosti, interese učitelj diferencira in individualizira učno delo. Posebno obravnavo v razredu zahtevajo učenci s posebnimi potrebami, ki so vključeni v izobraževalni program z dodatno strokovno pomočjo. Njihove posebnosti in primanjkljaji zahtevajo še dodatne prilagoditve, kot so: prilagojena obravnava nove učne snovi, prilagojena učna gradiva in prilagojeni učni materiali, prilagoditve v načinu in obsegu ocenjevanja znanja, domače naloge. Pri tem pa je potrebno upoštevati tudi pogoje, ki jih imajo učenci v inkluzivni šoli. Velikokrat se znajdejo v stiski učitelji, ki ne poznajo učenčevih posebnih potreb, njihovih sposobnosti in posledično ne zmorejo zagotoviti pogojev za uspešno delo teh učencev. Namen empirične raziskave je bil ugotoviti usposobljenost učiteljev za izvajanje diferenciacije in individualizacije pri učencih s posebnimi potrebami. Za namene raziskave smo oblikovali anketni vprašalnik za učitelje. V raziskavi je bila uporabljena kvantitativna metodologija. Statistična obdelava je bila narejena s program SPSS. Raziskovalni vzorec je zajemal 70 učiteljev iz osnovnih šol. Podatki so bili zbrani s pomočjo anketnega vprašalnika. Rezultati raziskave kažejo, da učitelji učencem s posebnimi potrebami najpogosteje prilagodijo čas, ocenjevanje znanja in ponavljanje. V raziskavi smo ugotovili tudi, da se je večina učiteljev pripravljena dodatno strokovno izobraževati na področju poznavanja značilnosti učencev s posebnimi potrebami in prilagajati pouk učencem s posebnimi potrebami.
Abstract (ePrints, secondary language):	Integration and inclusion are the processes of integration of pupils with special needs into regular groups of nurseries or schools. It makes it possible to include in educational institutions all students with their individual characteristics, peculiarities, interests. According to the different abilities, capabilities, interests the teacher individualizes learning process. Special treatment in the classroom require students with disabilities who are included in the education program with additional professional help. Their specificity and deficits require additional adjustments, such as personalized treatment for new learning materials, adapted training materials and adapted learning materials, adjustments in method and scope of knowledge assessment, homework. However, it is necessary to consider the conditions which pupils have in an inclusive school. The teachers often find themselves in need because they do not know the students' special needs, their abilities and consequently, can not provide the conditions for the successful work of these students. The purpose of the empirical research was to determine the ability of teachers to implement differentiation and individualization of pupils with special needs. For the purposes of research, we designed a questionnaire for teachers. The study used quantitative methodology. Statistical processing was done with the SPSS program. The research sample consisted of 70 teachers from primary schools. Data were collected through a survey questionnaire. Survey results indicate that teachers usually adjust time, assessment of knowledge and revision to learners with special needs. In this study we also found that the majority of teachers are willing to further professional education in the field of knowledge of the characteristics of students with special needs and adapt teaching students with special needs.
Keywords (ePrints, secondary language):	integration
ID:	8311364