magistrsko delo
Adrijana Murko Ancelj (Avtor), Milena Košak Babuder (Mentor), Milena Valenčič Zuljan (Komentor)

Povzetek

Učenci z lažjimi do zmernimi specifičnimi učnimi težavami (v nadaljevanju SUT) in učenci z izrazitimi SUT oz. s primanjkljaji na posameznih področjih učenja (v nadaljevanju PPPU) – slednji so upravičeni do usmeritve in vključitve v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo (v nadaljevanju DSP) – morajo biti zaradi posebnih potreb na socialnem, izobraževalnem, gibalnem in organizacijskem področju deležni prilagoditev tudi pri pouku naravoslovno-tehničnih predmetov. Pri tem je pomembno timsko sodelovanje specialnih in rehabilitacijskih pedagogov z učitelji naravoslovno-tehničnih predmetov, ki s svojim strokovnim znanjem lahko doprinesejo k boljši poučevalni praksi učitelja naravoslovno-tehničnega predmeta in večji občutljivosti ter razumevanju pri njegovem poučevanju učencev z učnimi težavami. Izmed naravoslovno-tehničnih predmetov smo si izbrali naravoslovje, tehniko in tehnologijo ter gospodinjstvo. Namen magistrskega dela je bil raziskati, v kolikšni meri in na kakšen način sodelujejo specialni in rehabilitacijski pedagogi z učitelji izbranih naravoslovno-tehničnih predmetov drugega in tretjega vzgojno-izobraževalnega obdobja pri delu z učenci z izrazitimi SUT oz. PPPU. Zanimalo nas je tudi, kako specialni in rehabilitacijski pedagogi vrednotijo svoje sodelovanje z učitelji izbranih naravoslovno-tehničnih predmetov pri delu z učenci z izrazitimi SUT in v kolikšni meri se čutijo usposobljene za svetovanje učiteljem in izvajanje DSP pri izbranih naravoslovno-tehničnih predmetih ter kako učitelji izbranih naravoslovno-tehničnih predmetov ocenjujejo svojo usposobljenost za delo z učenci s SUT/PPPU in na katerih področjih bi potrebovali strokovno podporo specialnih in rehabilitacijskih pedagogov. Podatki so bili pridobljeni s pomočjo anketnega vprašalnika. Rezultati raziskave, v katero smo vključili 40 specialnih in rehabilitacijskih pedagogov, ki poučujejo učence v rednih osnovnih šolah po Sloveniji in jim nudijo DSP, ter 40 učiteljev izbranih naravoslovno-tehničnih predmetov kažejo, da specialni in rehabilitacijski pedagogi in učitelji izbranih naravoslovno-tehničnih predmetov menijo, da je medsebojno sodelovanje zelo pomembno. Specialni in rehabilitacijski pedagogi se počutijo zadovoljivo kompetentne pri razvijanju kompenzatornih strategij za izbrane naravoslovno-tehnične predmete pri urah DSP, z učitelji naravoslovja ter tehnike in tehnologije sodelujejo tedensko, z učitelji gospodinjstva pa jih največ še ni sodelovalo. Njihovo sodelovanje je največkrat zaradi potrebe po seznanjanju težav učencev s SUT in najmanj pri timskem poučevanju. Učitelji izbranih naravoslovno-tehničnih predmetov se ne čutijo kompetentne za poučevanje učencev z disgrafijo in diskalkulijo in bi jih največ potrebovalo pomoč specialnega in rehabilitacijskega pedagoga pri učenčevem usvajanju proceduralnih znanj, grafomotoriki in pri načrtovanju šolskega dela za svoj predmet glede na potrebe učencev. SRP bi pri izbranih naravoslovno-tehničnih predmetih potrebovali pomoč učitelja predvsem pri učenčevem izvajanju praktičnega dela in praktičnih vsebin. Učitelji izbranih naravoslovno-tehničnih predmetov in SRP najmanj sodelujejo pri timskem poučevanju, vendar bi si vsi tovrstnega sodelovanja želeli več, saj bi SRP lahko učitelje opolnomočili z različnimi strategijami dela, različnimi pristopi in prilagoditvami, jim pomagali pri usmerjanju učencev za praktično delo in pripravi delovnega okolja, jih opolnomočil tudi z idejami multisenzornega poučevanja, pomagali pri delu v skupinah, pri sestavljanju navodil in oblikovanju izročkov in ne nazadnje pri seznanjanju s posebnimi potrebami učencev z izrazitimi SUT oz. PPPU.

Ključne besede

specialni in rehabilitacijski pedagogi;učitelji;naravoslovno-tehnični predmeti;timsko delo;sodelovalno poučevanje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Murko Ancelj]
UDK: 376-056.264:5(043.2)
COBISS: 77025795 Povezava se bo odprla v novem oknu
Št. ogledov: 140
Št. prenosov: 14
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: Collaboration between special and rehabilitaion pedagogues and science teachers at work with students with specific learning difficulties
Sekundarni povzetek: Students with mild to moderate specific learning disabilities (hereinafter SLD) and students with pronounced SLD or with deficits in individual areas of learning – the latter being eligible to guidance and inclusion in the adapted physical educational programs together with additional professional assistance (hereinafter APA), should also receive adjustments in natural science subjects due to their additional needs in social, educational, physical and organizational areas. This calls for team cooperation of special and rehabilitation pedagogues with teachers of natural science subjects, who can, with their expertise, contribute to better teaching of their subjects, greater sensitivity as well as greater understanding of students with learning disabilities. Among the natural science subjects we chose environmental studies, engineering and technology along with home economics. The purpose of the master’s thesis was to investigate to what extent and in what way do special and rehabilitation pedagogues cooperate with teachers of the selected natural science subjects in the second and third educational period when working with students with pronounced SLD or deficits in individual areas of learning. We were also interested in ways in which special and rehabilitation pedagogues evaluate their cooperation with teachers of the selected natural science subjects when working with students with pronounced SLD or deficits in individual areas of learning, to what extent they feel qualified to counsel the teachers and implement APA in selected natural science subjects, then how those teachers assess their ability to work with students with SLD or deficits in individual areas of learning, inasmuch as in what areas would they need additional professional support of special and rehabilitation pedagogues. The data were obtained through a survey questionnaire. The results of our study, which includes 40 special and rehabilitation pedagogues who teach students in regular primary schools in Slovenia and also offer APA and 40 teachers of the selected natural science subjects, show that both, special and rehabilitation pedagogues as well as teachers of the selected science subjects, consider mutual cooperation as very important. Special and rehabilitation pedagogues feel adequately competent developing compensatory strategies in APA classes for the selected natural science subjects, they collaborate with teachers of environmental studies as well as those who teach engineering and technology on a weekly basis, however; most of them did not yet collaborate with teachers of home economics. Their cooperation predominately happens due to the need of getting acquainted with the difficulties of the students with SLD, yet lacks in team teaching. Teachers of the selected science subjects do not feel competent to teach students with dysgraphia and dyscalculia; most of them would need the help of a special and rehabilitation pedagogue when it comes to the student’s acquisition of procedural skills, graphomotor skills and with planning of their school work. Special and rehabilitation pedagogues would need the help of teachers of the selected natural sciences when it comes to students’ implementation of practical work and content. Team teaching is thus the area where teachers of the selected natural science subjects and special and rehabilitation pedagogues work together the least, however; both sides would like more cooperation as the latter could equip teachers with diverse approaches and adaptations to help them guide the students through their practical work, help them prepare their work environment, enable them with ideas of multisensory teaching, assist in group work and at assembling instructions as well as at designing handouts, and not least of all; getting them acquainted with students who have specific learning disabilities and those with pronounced SLD or deficits in individual areas of learning.
Sekundarne ključne besede: remedial instruction sciences;primary school;learning difficulty;specialna pedagogika;osnovna šola;učne težave;
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: 114 str.
ID: 13373410