magistrsko delo
Barbara Vanovšek (Avtor), Majda Schmidt (Mentor)

Povzetek

V magistrskem delu smo ugotavljali, kolikšna je uspešnost na področju učenja učenca z govorno-jezikovnimi motnjami (GJM) ter učenke z govorno-jezikovnimi motnjami, ki ima Prader-Willijev sindrom (PWS). V raziskavo sta bila vključena učenka in učenec tretjega razreda, ki imata oba GJM, učenka pa ima dodatno genetsko motnjo PWS. Učenca obiskujeta Prilagojeni program devetletne osnovne šole z enakovrednim izobrazbenim standardom za otroke z govorno-jezikovnimi motnjami. Zanimale so nas podobnosti obeh učencev na učnem in vedenjskem področju, kakor tudi razhajanja med njima. Učiteljem razrednega pouka, angleščine, športa in podaljšanega bivanja ter logopedinjama in delovni terapevtki smo razdelili ocenjevalne vprašalnike, s katerimi smo želeli ugotoviti razlike med učencem z GJM in učenko s PWS na področju uspešnosti pri učenju ter na področju vedenjskih značilnosti pri delu v razredu in pri individualni obravnavi (logoped, delovni terapevt). Prav tako nas je zanimalo, kateri zunanji in notranji dejavniki vplivajo na učni napredek in vedenjske značilnosti v različnih okoliščinah. Rezultati ocenjevalnih vprašalnikov so pokazali, da obstajajo razlike med učencema z GJM in PWS tako v razredu, kakor tudi pri individualni obravnavi. Uspeh na področju učenja je pri individualni obravnavi boljši kot v razredu, negativni vedenjski vzorci pa so manj prisotni. Opazili smo tudi razliko med učencema. Pri učenki s PWS se pogosto pojavljajo vedenjske značilnosti, ki so tipične za PWS, na področju uspešnosti pri učenju pa med učencema ni toliko odstopanj.

Ključne besede

magistrska dela;učenci s posebnimi potrebami;govorno-jezikovne motnje;Prader-Willijev sindrom;učenje;uspešnost;vedenjske značilnosti;individualna obravnava;delovni terapevti;logopedi;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UM PEF - Pedagoška fakulteta
Založnik: [B. Vanovšek]
UDK: 376-053.2(043.2)
COBISS: 24221192 Povezava se bo odprla v novem oknu
Št. ogledov: 635
Št. prenosov: 104
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Learning performance and behavioral characteristics of pupils with special needs in adapted educational programmes with an equivalent educational standard
Sekundarni povzetek: In the master's thesis, we evaluated the success in learning of a pupil with speech and language impairment (SLI) and a pupil with speech and language impairment accompanied with the Prader-Willi Syndrome (PWS). The study included two third-grade pupils, both with SLI, a girl having an additional PWS genetic disorder. Both pupils are included in the Adapted program of a nine-year elementary school with an equivalent education standard for children with speech and language impairments. We were interested in the similarities between the two pupils in the learning and behavioral field, as well as the differences between them. The evaluation questionnaires were given to the class teachers, teachers of English, sport and extended stay program, speech therapists and occupational therapists. With the questionnaires, we wanted to find out the differences between the pupil with SLI and the pupil with PWS in the field of learning performance and in the field of behavioral characteristics in classroom work and in individual therapy (speech and occupational therapist). We were also interested in which external and internal factors influence the learning progress and behavioral characteristics in different situations. The results of the evaluation questionnaires showed that there are differences between the pupil with SLI and the pupil with PWS in the classroom as well as in individual therapy. Learning success is better in individual therapy and negative behavioral patterns are less present in individual therapy than in the class. We also noticed the difference between the two pupils. In the pupil with PWS, behavioral characteristics that are typical of PWS often occur, while in the field of learning success, there are not many differences between the pupils.
Sekundarne ključne besede: master theses;pupils with special needs;Prader-Willi syndrome;behavioral characteristics;class;individual therapy;speech therapist;occupational therapist;
URN: URN:SI:UM:
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Mariboru, Pedagoška fak., Oddelek za temeljne pedagoške predmete
Strani: 131 f., 35. f. pril.
ID: 10978859