magistrsko delo
Povzetek
Motnja pozornosti in hiperaktivnosti (v nadaljevanju ADHD) je nevrorazvojna motnja, ki se
primarno kaže kot težave s pozornostjo, impulzivnost in hiperaktivnost. Pri številnih otrocih
se poleg ADHD pojavljajo še druge dodatne motnje. ADHD se v populaciji šolajočih otrok
pojavlja v približno petih odstotkih, vendar se število otrok, ki so prepoznani kot otroci z
ADHD, povečuje. V kolikor so te težave izrazite in pomembno ovirajo posameznika pri
šolskem delu, so otroci usmerjeni v program s prilagojenim izvajanjem in dodatno strokovno
pomočjo, ki se izvajajo v rednih osnovnih šolah, kar pomeni, da jih poučujejo učitelji
razrednega in predmetnega pouka.
Pogosto ADHD spremljajo vedenjske in učne težave ter težave v odnosih. Ustrezno učno
okolje, ki je prilagojeno posamezniku, lahko pomembno prispeva k njegovi učni uspešnosti
in k preprečevanju ter zmanjšanju vedenjskih težav. Organizacija učnega okolja je
odgovornost predvsem učiteljev. Ti morajo imeti o ADHD določeno znanje, da lahko
učencem z omenjeno motnjo nudijo ustrezne prilagoditve, da se poslužujejo učinkovitih
pristopov, metod dela oziroma da prepoznajo odstopanja, ki kažejo na potrebe po
prilagajanju učnega okolja in morda tudi po bolj poglobljeni diagnostični oceni
posameznikovega funkcioniranja.
V magistrskem delu smo predstavili osnovne značilnosti, pogostost in klasificiranje ADHD,
usmerjanje otrok z ADHD, različne pristope k obravnavi motnje in konkretne prilagoditve
učnega okolja ter strategije dela z učenci z ADHD. Predstavili smo raziskave o
usposobljenosti študentov razrednega pouka za poučevanje učencev z ADHD oziroma
raziskave s podobno tematiko in preučili predmetnik univerzitetnega študijskega programa
za razredni pouk, da bi dobili vpogled, katere vsebine o ADHD se predvidoma obravnavajo
pri posameznih predmetih. V številnih raziskavah so prišli do ugotovitve, da učiteljem in
študentom razrednega pouka primanjkuje znanja o otrocih z ADHD, kar poročajo tudi
učitelji in študenti sami. V naši raziskavi smo se omejili na študente, bodoče učitelje
razrednega pouka, ki so tik pred zaključkom študija. Zanimalo nas je, kako usposobljeni so
za poučevanje učencev z ADHD. V ta namen smo sestavili vprašalnik, ki je preverjal
poznavanje splošnih dejstev, znakov ADHD, diagnostičnega ocenjevanja in obravnave
ADHD, znanje o prilagajanju vzgojno-izobraževalnega procesa učencem z ADHD ter znanje
o strategijah ali načinih ravnanja v predstavljenih problemskih situacijah. Poleg tega so
študenti ocenili svojo usposobljenost za poučevanje učencev z ADHD in potrebo po
dodatnem usposabljanju na tem področju. Rezultati so pokazali, da imajo študenti
razrednega pouka o ADHD zelo osnovno znanje in da je njihovo znanje pomanjkljivo
predvsem pri načrtovanju ustreznih prilagoditev poučevanja ter pri načrtovanju konkretnih
strategij za delo z učenci z ADHD. Tudi pri poznavanju splošnih dejstev, znakov in
diagnostičnega ocenjevanja ter pri obravnavi otrok z ADHD je bilo pri nekaterih vsebinah
znanje študentov napačno ali pomanjkljivo. Študenti sami ugotavljajo, da imajo o ADHD
premalo znanja in da na tem področju nujno potrebujejo dodatna usposabljanja.
Ključne besede
motnja pozornosti in hiperaktivnost (ADHD);študenti magistrskega programa - smeri Poučevanje na razredni stopnji;poučevanje;usposobljenost;
Podatki
Jezik: |
Slovenski jezik |
Leto izida: |
2020 |
Tipologija: |
2.09 - Magistrsko delo |
Organizacija: |
UL PEF - Pedagoška fakulteta |
Založnik: |
[N. Tomelj Bobnar] |
UDK: |
376:616.89-008.47(043.2) |
COBISS: |
23001347
|
Št. ogledov: |
348 |
Št. prenosov: |
45 |
Ocena: |
0 (0 glasov) |
Metapodatki: |
|
Ostali podatki
Sekundarni jezik: |
Angleški jezik |
Sekundarni naslov: |
Qualifications of primary education master`s students for teaching children with ADHD |
Sekundarni povzetek: |
Attention Deficit Hyperactivity Disorder (hereinafter ADHD) is a neuro developed disorder,
which is primarily shown as problems with attention, impulsivity and hyperactivity.
Additional deficits develop in numerous children with ADHD. In general population, there
are approximately 5 % of children with ADHD, however, the number of children with
ADHD is growing. If the deficits are extreme and are prohibiting the normal educational
process, the child with ADHD is placed in the basic school programme with additional
professional support, which is implemented in regular primary schools. This means that
children with ADHD are taught by primary school teachers.
Oftentimes, ADHD is accompanied by behavioral and learning difficulties and also
problems in relations. An appropriate, individualized, learning environment can significantly
contribute to the child's educational success and to prevention and decline of his behavioral
problems. Teachers are the ones, who are mostly responsible for the organization of the
learning environment. They are required to have a level of knowledge about ADHD, with
which they are able to provide appropriate adjustments and are able to use an effective
approach, efficient methods of working or are able to recognize the derogations in a child
which show the needs to adjust the learning environment or to provide a more in-depth
diagnostic assessment of a child’s functioning.
In this master's thesis we have presented the basic characteristics, frequency and
classification of ADHD, placement of children with ADHD, different approaches of dealing
with the deficit, concrete adjustments of the learning environment and strategies for working
with ADHD pupils. We have presented studies, which were similar in researching how
university graduate students of Primary Teacher Education are equiped to educate students
with ADHD and have examined the syllabus of the Primary Teacher Education programme
to see, which content about ADHD is intended at which subject. It has been discovered in
numerous researches that that teachers and students are lacking knowledge about children
with ADHD. The same has been reported by the teachers and students themselves. We have
limited our research to students, future teachers of primary education, who are about to finish
their university education. We were interested in the level of students' competence to teach
pupils with ADHD. With this purpose we have devised a questionnaire, which examines the
knowledge of teachers about general facts and signs of ADHD, diagnostic assessment and
approaches of dealing with ADHD, knowledge of adjusting educational process to pupils
with ADHD and knowledge of strategies and ways of acting in given problematic situations.
In addition, students have evaluated their own capabilities for teaching pupils with ADHD
and their need for any additional training. The results have shown that students of primary
teacher education have only very basic knowledge about ADHD and that their knowledge is
lacking in planning appropriate adjustments of the education process and planning strategies
to work with children with ADHD. Their knowledge of diagnostic assessment of ADHD and
handling children with ADHD is also lacking. Students are also of opinion that they do not
have enough knowledge in this area and that they desperately need additional training. |
Sekundarne ključne besede: |
hyperactivity;attention;hiperaktivnost;pozornost; |
Vrsta datoteke: |
application/pdf |
Vrsta dela (COBISS): |
Magistrsko delo/naloga |
Komentar na gradivo: |
Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, posebne razvojne in učne težave |
Strani: |
92 str., [11] str. pril. |
ID: |
11913323 |