magistrsko delo
Katarina Tomič (Author), Stanislav Košir (Mentor)

Abstract

V zadnjih desetletjih je napredek znanosti omogočil razvoj polževega vsadka, ki je primeren za osebe z izgubo sluha, pri katerih je okvarjeno notranje uho in ojačanje zvoka s slušnim aparatom ne zadostuje. Polžev vsadek omogoča zaznavanje zvoka in razvoj besednega jezika ter s tem večjo kvaliteto življenja. Zaradi tega je, tako po svetu kot tudi pri nas, vedno več otrok s polževimi vsadki vključenih v redne oblike šolanja. V zadnjem času se je začelo več pozornosti polagati na socialni vidik integracije teh otrok. V Sloveniji še ni bilo narejene raziskave, ki bi ugotavljala socialno vključenost osnovnošolcev s polževim vsadkom, so pa bile podobne raziskave narejene v tujini. Rezultati le-teh se razlikujejo – nekateri so bili pozitivni v smislu socialne vključenosti otrok s PV, spet druge so pokazale pri teh otrocih večje tveganje za težave na področju socialne integracije. Ker enoznačnega odgovora na vprašanje o socialni vključenosti otrok s polževim vsadkom v integraciji glede na dosedanje ugotovitve ne moremo dati, smo se odločili, da na podlagi tuje literature, ki navaja podobne raziskave v tujini, sestavimo vprašalnik o socialni vključenosti otrok s PV in tako dobimo vpogled v to problematiko tudi pri nas. V raziskavo smo vključili 20 otrok s polževim vsadkom, ki obiskujejo redne oddelke osnovnih šol po vsej Sloveniji, in glede na število, spol in starost primerljivo skupino slišečih otrok, ki so predstavljali kontrolno skupino. Socialno vključenost smo preverjali z avtorsko oblikovanim vprašalnikom, ki je zajemal 8 sklopov vprašanj, na katere so otroci odgovarjali z odgovori na 3-stopenjski lestvici. Sklopi so se nanašali na področja, ki po našem mnenju vplivajo na socialno vključenost. To so: odnos učitelja, odnos sošolcev, počutje na šoli, dojemanje sebe, prijateljstvo, izključevanje, počutje v domačem kraju in odnos do polževega vsadka ter gluhote. Rezultati so pokazali, da ni pomembnih razlik v socialni vključenosti otrok s polževim vsadkom v primerjavi s kontrolno skupino slišečih otrok. Oboji so pokazali relativno dobro socialno vključenost, tako da sklepamo, da je integracija otrok s polževimi vsadki v redne oddelke osnovnih šol primerna. Otroci s polževim vsadkom so v primerjavi s kontrolno skupino pokazali nekoliko več težav na področju prijateljstva, boljše rezultate od kontrolne skupine pa so dosegli na področju počutja na šoli in izključevanja. Pokazalo se je tudi, da se socialna vključenost prej implantiranih otrok ne razlikuje od socialne vključenosti kasneje implantiranih, kot smo sprva sklepali. Rezultati raziskave so za nadaljnjo integracijo otrok s polževim vsadkom v redne šole spodbudni.

Keywords

inkluzija;integracija;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Tomić]
UDC: 376:616.28-008.14(043.2)
COBISS: 11262025 Link will open in a new window
Views: 810
Downloads: 122
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Other data

Secondary language: English
Secondary title: Social inclusion of children with cochlear implants
Secondary abstract: In the last few decades the progress of science has enabled the development of cochlear implant, which is suitable for persons who have defected inner ear, so hearing amplification is no longer enough for them. It allows them to perceive sound and develop verbal language, which provide better quality of life. Because of that, around the world and also in Slovenia, more and more children with cochlear implants are being placed in mainstream school settings. Recently, researchers are paying more attention to the social aspect of their integration. In Slovenia, there hasn't been a study about social inclusion of primary school children with cochlear implants made yet, but there were, however, similar studies made abroad. Results of these studies differ – some were positive in terms of social inclusion of children with cochlear implants and the others showed greater risk for difficulties in their social integration. There is no definite answer to the question about social inclusion of children with cochlear implants in mainstream school settings, according to researches so far. Therefore, we decided to create a survey about social inclusion based on foreign literature and explore the issue in Slovenia. In our research we included 20 children with cochlear implants, who attend mainstream schools all around Slovenia, and a matching group of hearing children, which represented the control group. We formed a survey for checking social inclusion, which included 8 sets of questions, to which children were answering on a three-level rating scale. These sets refer to the areas, which in our opinion influence social inclusion. These are: teacher's attitude, attitude of classmates, wellbeing at school, self-perception, friendship, exclusion, wellbeing in hometown and perception of cochlear implant and deafness. Results showed no significant differences in social inclusion of children with cochlear implants, comparing to control group of hearing children. Both showed relatively good social inclusion, thus we concluded that integration of children with cochlear implants is appropriate. Children with cochlear implants showed more difficulties in the area of friendship in comparison with control group, but on the other hand, better results in the area of wellbeing at school and also in the area of exclusion. The results also showed that there are no significant differences in social inclusion of children, who were implanted early or later in their life.
Secondary keywords: backward child;deaf;social behaviour;otrok s posebnimi potrebami;gluhi;socialno vedenje;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. Ljubljana, Pedagoška fak.
Pages: 98 str.
ID: 9209054