magistrsko delo
Mateja Meh (Author), Alenka Polak (Mentor), Mojca Lipec-Stopar (Co-mentor)

Abstract

Tutorstvo je proces podpore v izobraževanju. Raziskave so pokazale številne pozitivne učinke tutorstva, kot npr. višji akademski dosežki in motivacija, razvijanje medsebojnih odnosov, izboljšanje komunikacijskih spretnosti in zaupanje v lastne sposobnosti. Pomembno je poudariti, da se pozitivni učinki kažejo pri tutorjih in tutorantih. Poznamo različne oblike tutorstva, v pričujočem magistrskem delu pa sem sistematično zastavila in operacionalizirala medvrstniško tutorstvo oseb, ki so vključeni v posebni program vzgoje in izobraževanja. Osebe z zmerno, s težjo in težko motnjo v duševnem razvoju se šolajo v posebnem programu vzgoje in izobraževanja različno dolgo, najdlje pa do njihovega 26. leta. Zanje so značilne pomembne omejitve na področju intelektualnega delovanja in prilagojenega vedenja. Zaradi njihovih značilnosti potrebujejo dodatne prilagoditve vsebin, oblik in metod dela. V magistrskem delu sem preverila, ali je medvrstniško tutorstvo, ko je načrtno zastavljeno, in kontinuirano izvajano, ena izmed dopolnilnih oblik dela pri osebah z MDR. Medvrstniško tutorstvo je potekalo tako, da so v različnih aktivnostih starejši učenci –tutorji- prenašali znanja in izkušnje na mlajše učence –tutorante-. Najprej so tutorji spoznali temo vnaprej načrtovanih dejavnosti in nato prenesli spoznanja na tutorante. Dejavnosti so bile nadzorovane in sistematično vodene s strani strokovnih delavcev. Medvrstniško tutorstvo je bilo vpeljano znotraj pouka in je bilo ciljno načrtovano. Raziskava je bila izvedena na enajstih osebah z zmerno in s težjo motnjo v duševnem razvoju, od tega je 5 tutorjev, starih od 21 do 25 let, in 6 tutorantov, starih od 7 do 12 let. Vsi tutorji in 5 tutorantov so usmerjeni kot osebe z zmerno motnjo v duševnem razvoju, eden tutorant pa kot oseba s težjo motnjo v duševnem razvoju. Za vsakega tutorja in tutoranta smo individualizirano zastavili cilje s kognitivnega in socialnega področja. Učinke medvrstniške pomoči smo merili z večstopenjsko ocenjevalno lestvico, na podlagi individualizirano zastavljenih kazalnikov napredka. Analiza rezultatov je pokazala pozitivne socialne in kognitivne učinke na razvoj oseb, vključenih v raziskavo. Pri zasledovanju ciljev na socialnem področju smo opazili pozitivne učinke pri upoštevanju pravil pri sodelovanju z drugimi, uporabi vljudnostih fraz in elementov neverbalne komunikacije ter napredek pri odzivanju v novih socialnih situacijah. Na kognitivnem področju so bili vidni pozitivni učinki pri zaznavanju dražljajev, govornem izražanju in razumevanju ter reševanju miselnih problemov. Za uspešno izvedbo medvrstniškega tutorstva je pomemben timski pristop. Za potrebe magistrskega dela je bil sestavljen tim, ki je bil usmerjen k nalogi. Sestavljali so ga razredničarka tutorjev, razredničarka tutorantov, druga učiteljica v oddelku in varuhinja. Strokovni tim je ustrezno deloval, saj smo si enakovredno razdelile naloge in se natančno držale vseh dogovorov. Prednost takšnega delovanja je v delitvi dela, odgovornosti in nalog med posameznimi člani.

Keywords

tutorant;posebni program;OMDR;timsko delo;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Meh]
UDC: 376(043.2)
COBISS: 11302217 Link will open in a new window
Views: 1129
Downloads: 129
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Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Peer tutoring as a factor in the development of social and cognitive skills of persons with intellectual disabilities
Secondary abstract: Tutoring is a proces of support in education. Researches has shown many positive effects of tutoring, for example higher academic achievements and motivation, develop interpersonal relationships, improving communication skills, confidence in their own abilities, etc. It is important to stress that the positive effects are shown in tutors and tutees as well. There are various forms of tutoring. In this Master’s thesis, I systematically set and operationalized peer tutoring persons who are involved in the special education program. Persons with moderate, severe and profound intellectual disabilities are educated in a special program of variable lengths, the longest up to their 26th year. They are characterized by significant limitations in intellectual functioning and adaptive behavior. Due to their characteristics, they require additional adjustments to the contents, forms and methods of work. In this Master’s thesis, I examined if the peer tutoring, when he deliberately conceived and implemented continuously, is one of the effective forms of work in persons with intellectual disability. Peer tutoring is done in such a way that the various activities of older students -tutors- carried the knowledge and experiences to younger students -tutees-. First, tutors learned in advance about the subject of the planned activities and then transferred the knowledge on tutees. Activities are systematically monitored and managed by professional employees. Peer tutoring was introduced within the school lessons and has been planned. The survey was conducted in eleven subjects with moderate and severe intellectual disabilities, of which 5 tutors are 21 to 25 years old and 6 tutees are 7 to 9 years old. All tutors and 5 tutees are oriented as people with moderate intellectual disabilities and one tutee as a person with a severe intellectual disorder. We set individualized goals of cognitive and social domains for each tutor and for each tutee. The effects of peer tutoring, was measured by multi-stage grading scale on the basis of an individualized set of indicators of progress. Analysis of the results shows positive social and cognitive effects on the development of students involved in the study. In pursuit of the goals in the social field we are seeing positive effects in regard to the rules in cooperation with others, by using courtesy phrases and non-verbal elements of communication. We are also seeing progress in responding to new social situations. In the cognitive domain, we notice the positive effects of the perception of stimuli, expressive and receptive communication and solving mental problems. Team approach is important for successful implementation of peer tutoring. For the needs of the Master thesis it was composed a team, which was directed to the task. In this team were class teacher of the tutors, class teacher of the tutees, the second teacher in the class and the guardian. Professional team functioned properly, because we equally distributed tasks and carefully observed all the arrangements. The advantage of this operation is the division of labor, responsibilities and tasks among its members.
Secondary keywords: backward child;peer group;tutor;otrok s posebnimi potrebami;vrstniki;inštruktor;
File type: application/pdf
Type (COBISS): Master's thesis
Thesis comment: Univ. Ljubljana, Pedagoška fak.
Pages: 162 str.
ID: 9223032