diplomsko delo
Mojca Jereb Šifrar (Author), Suzana Pulec Lah (Mentor), Mojca Lipec-Stopar (Co-mentor)

Abstract

Dodatna strokovna pomoč je namenjena premagovanju primanjkljajev, nudenju učne pomoči ter svetovalnim storitvam. Prav tako razvija funkcije teh učencev in jim tako pomaga k večji uspešnosti in samostojnosti. Da bi bila dodatna strokovna pomoč uspešna, je potrebno zadovoljiti več dejavnikov. Šola mora zagotoviti ustrezne strokovnjake, prostor za delo in pripomočke. Prav tako pomembno, pa je tudi dobro razumevanje in doživljanje dodatne strokovne pomoči (tako učencev s posebnimi potrebami, kot tudi njihovih sošolcev). Če učenci s posebnimi potrebami doživljajo DSP kot pomembno podporo pri njihovem šolanju, bo to vplivalo tudi na njihov uspeh. Prav tako pa na učence s posebnimi potrebami vplivajo tudi vrstniki, zato je pomembno tudi kako ti razumejo in doživljajo DSP. V svoji raziskavi sem z anketo skušala dobiti vpogled v doživljanje in razumevanje DSP. V empiričnem delu diplomske naloge sem analizirala doživljanje in razumevanje DSP med učenci s posebnimi potrebami in njihovimi vrstniki. V vzorec sem zajela 24 učencev s posebnimi potrebami in 173 učencev brez posebnih potreb iz treh osnovnih šol v okolici Kranja. Podatke sem zbrala s pomočjo dveh anketnih vprašalnikov, ki sem ju oblikovala za namene raziskave in sta zajemala 16 vprašanj zaprtega in kombiniranega tipa. Rezultati so pokazali, da učenci s posebnimi potrebami večinoma radi obiskujejo ure dodatne strokovne pomoči, kljub temu, da jim je zaradi tega dostikrat nerodno pred vrstniki. Tako učenci s posebnimi potrebami, kot učenci brez posebnih potreb, so pokazali ustrezno razumevanje dodatne strokovne pomoči. Na podlagi drugih raziskav in svojih izkušenj, sem pričakovala, da bo med različnimi skupinami (učenci, učenci s PP, dekleta, fantje, mlajši, starejši učenci), prišlo do več statistično pomembnih razlik pri odgovorih na vprašanja. To pa se je zgodilo le pri enem vprašanju, kjer so dekleta pokazala boljše poznavanje vrstnikov s posebnimi potrebami.

Keywords

stališča;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Jereb Šifrar]
UDC: 376(043.2)
COBISS: 11331657 Link will open in a new window
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Downloads: 135
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Other data

Secondary language: English
Secondary title: Understanding and experiencing additional expert assistance of elementary school pupils
Secondary abstract: Additional expert assistance is intended for overcoming deficiencies, offering learning assistance and counselling. It also helps develop the functioning of the pupils, thereby improving their success and independence. However, to achieve positive results of such assistance, a number of criteria need to be met. The school must ensure experts, premises and accessories. It is also vital that both children with special needs and their peers have a good understanding of and experience with additional expert assistance. If children with special needs perceive additional expert assistance as a solid support of their education, they will become more successful. Their peers are also important in this respect, which is why they must understand and grasp the significance of expert assistance. This research was based on a survey in order to explore the experience and understanding of additional expert assistance. The empirical part of the thesis analysed the experience and understanding of additional expert assistance among pupils with special needs and their peers. The sample involved 24 pupils with special needs and 173 pupils without special needs who are attending three elementary schools in the vicinity of Kranj. The data was collected through two survey questionnaires that were designed specifically for this research. They contained 16 closed-ended and semi-open questions. The results indicated that pupils with special needs normally like the lessons with additional expert assistance, although they often feel embarrassed in front of their peers. Nevertheless, both groups of pupils showed adequate understanding of additional expert assistance. Based on other pieces of research and my own experience, I expected more statistically significant differences between their answers (pupils, pupils with special needs, girls, boys, younger and older pupils). That was only the case in one question where the girls knew more peers with special needs than boys.
Secondary keywords: backward child;integration;otrok s posebnimi potrebami;integracija;
File type: application/pdf
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages: XVII f., 95 str.
ID: 9227394