magistrsko delo
Tjaša Cvetko (Avtor), Milena Košak Babuder (Mentor), Suzana Pulec Lah (Komentor)

Povzetek

Aktivna vključenost staršev v otrokovo šolsko okolje in s tem povezano sodelovanje s strokovnimi delavci empirično dokazano vpliva na otrokovo šolsko delo in uspeh, vedenje, osebnost in interese. Najustreznejši model sodelovanja je partnerski model, ki temelji na medsebojnem spoštovanju, zaupanju, delitvi odgovornosti in s tem povezani enakovredni vlogi obeh partnerjev. Aktivna vloga staršev v otrokovem šolskem okolju je še posebej pomembna pri učencih s posebnimi potrebami, ki potrebujejo še več pomoči, spodbud in razumevanja za soočanje z vsakodnevnimi izzivi. Za zagotavljanje optimalnega izobraževanja in napredka učencev s posebnimi potrebami je potreben kakovosten individualiziran program, ki temelji na soglasju med starši in strokovnimi delavci. To se lahko doseže le s procesom stalnega sodelovanja staršev in strokovnih delavcev v partnerskem odnosu v procesu ocenjevanja otrokovih trenutnih zmožnosti, načrtovanja, izvajanja in evalvacije individualiziranega programa. Osrednji cilj magistrskega dela je bil raziskati sodelovanje staršev otrok s posebnimi potrebami v procesu individualiziranega programa, kjer nas je zanimala aktivna vključenost staršev otrok s posebnimi potrebami, ki obiskujejo program s prilagojenim izvajanjem in dodatno strokovno pomočjo, pri načrtovanju, izvajanju in evalvaciji individualiziranega programa. Primerjali smo doživljanje medsebojnega sodelovanja med starši in strokovnimi delavci, njihovo zadovoljstvo z IP ter mnenje o vključenosti staršev v vseh korakih IP (pri načrtovanju, izvajanju in evalvaciji). Podatke smo pridobili s tehniko anketiranja z uporabo dveh nestandardiziranih vprašalnikov (za starše in strokovne delavce), oblikovanih za namen magistrske raziskave. Uporabili smo deskriptivno in kavzalno neeksperimentalno metodo ter kvantitativni raziskovalni pristop. Način vzorčenja je bil neslučajnostni. V prvi del raziskave je bilo vključenih 66 staršev otrok s PP iz različnih osnovnih šol po Sloveniji in 127 strokovnih delavcev, v drugi del raziskave pa 52 staršev otrok s PP in 105 strokovnih delavcev. Rezultati raziskave so pokazali, da čeprav so starši seznanjeni z vsebino individualiziranega programa, le dobra polovica staršev navaja, da so v IP njihovega otroka zapisani določeni strokovno in zakonsko nujni elementi, ki so skupni vsem skupinam otrok s posebnimi potrebami. Starši so v proces načrtovanja, izvajanja in evalvacije vključeni, a v večini ne sodelujejo aktivno, čeprav se tako starši kot strokovni delavci zavedajo pomena sodelovanja. Izkazalo se je, da se starši otrok iz majhnih šol bolj strinjajo, da je individualiziran program timsko delo, kot pa starši otrok iz velikih šol. Starši poudarjajo, da si v prihodnje želijo več sodelovati s strokovnimi delavci in prejeti več informacij o virih pomoči, medtem ko si strokovni delavci želijo ohraniti količino sodelovanja s starši, si pa želijo, da bi starši več upoštevali nasvete za delo z otrokom. Rezultati kažejo, da imajo tako starši kot strokovni delavci pozitivna stališča do odnosov in komunikacije v timu, odgovornost za individualiziran program vidijo v vseh članih strokovne skupine, katere pomemben in enakovreden član bi morali biti tudi starši, vendar pa strokovni delavci niso prepričani, ali bi morali biti starši enakovredni člani strokovnim delavcem. Ugotovili smo, da starši najpogosteje sodelujejo z izvajalcem DSP, po informacijah staršev 2-krat ali 3-krat na leto, po informacijah strokovnih delavcev pa enkrat mesečno. Tako starši kot strokovni delavci so kar zadovoljni z vsebino in procesom IP, so pa starši otrok iz majhnih šol z določenimi postavkami bolj zadovoljni od staršev otrok iz velikih šol.

Ključne besede

sodelovanje;individualiziran program;aktivna vključenost staršev;dodatna strokovna pomoč;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [T. Cvetko]
UDK: 376(043.2)
COBISS: 113957379 Povezava se bo odprla v novem oknu
Št. ogledov: 131
Št. prenosov: 23
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: Opinions of parents and professionals on the participation of parents of children with special needs in the process of individual assistance and support
Sekundarni povzetek: It is empirically proven that the active involvement of parents in the child's school environment and the related collaboration with professionals influence the child's schoolwork and success, behaviour, personality, and interests. The most appropriate model of cooperation is the partnership model, which is based on mutual respect, trust, shared responsibility and the associated equal role of both partners. The active role of parents in their child's school environment is particularly important for pupils with special needs who require even more help, encouragement, and understanding to cope with everyday challenges. A high-quality individualized program based on agreement between parents and professionals is needed to ensure optimal education and progress for pupils with special needs. This can only be achieved through a process of continuous involvement of parents and professionals in a partnership relationship in the process of assessing the child's current abilities, planning, implementing and evaluating the individualized program. The main objective of the master's thesis was to investigate the involvement of parents of children with special needs in the process of individualized program (IP), where we were interested in the active participation of parents of children with special needs, providing the program with adapted implementation and additional professional support in the planning, implementation and evaluation of an individualised programme. We compared parents' and professionals' experiences with the interaction, their satisfaction with the IP and their opinion about parents’ involvement in all steps of the IP (planning, implementation and evaluation). Data were collected through a survey technique using two non-standardized questionnaires (for parents and professionals) developed for the purposes of the master’s thesis. We used descriptive and causal non-experimental method and a quantitative research approach. The sampling was non-random. The first part of the study included 66 parents of children with special needs from different elementary school in Slovenia and 127 professionals, and the second part of the study included 52 parents of children with special needs and 105 professionals. Survey results indicate that while parents are familiar with the content of the individualized programme, only slightly more than half of parents indicate that their child's IP includes certain technically and legally required elements common to all groups of children with special needs. Parents are involved in the planning, implementation and evaluation process, but most do not actively participate, although both parents and professionals are aware of the importance of participation. It was found that parents of children from small schools are more likely to belive that an individualized program is a team effort than parents of children from large schools. Parents emphasise that they would like to cooperate more with professionals in the future and receive more information about sources of help, while professionals would like to maintain the level of cooperation with parents but would like parents to pay more attention to tips for working with children. The results show that both parents and professionals have a positive attitude towards team relationships and communication. They see the responsibility for the individualised programme on all members of the expert group, in which parents should be an important and equal member, but professionals are not sure whether parents should be equal members of the professionals. We found that parents were most likely to work with the provider of additional professional support, according to parents two to three times a year and according to professionals once a month. Both parents and professionals are quite satisfied with the content and process of the IP, but parents of children from small schools are more satisfied with certain items than parents of children from large schools.
Sekundarne ključne besede: Otroci s posebnimi potrebami;Starši;Izvedensko mnenje;Univerzitetna in visokošolska dela;
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: XIV, 200 str.
ID: 15839866