Izzivi in samozagovorništvo študentov s posebnimi potrebami Univerze v Ljubljani

magistrsko delo

Nina Fricelj (Avtor), Milena Košak Babuder (Mentor)

Povzetek

Inkluzija omogoča, da je osebam s posebnimi potrebami dostopno tudi visokošolsko izobraževanje. Število študentov, ki pri študiju za uspešnost potrebujejo dodatne prilagoditve, se je tako povečalo, prehod v terciarno izobraževanje pa s sabo prinaša različne izzive. Za premagovanje slednjih morajo študenti s posebnimi potrebami poiskati pomoč sami. Ključne so samozagovorniške veščine študentov, ki vključujejo poznavanje lastnih primanjkljajev, pravic in komuniciranje o posebnih potrebah. Raziskave so pokazale, da je od samozagovorniških veščin odvisna tudi akademska uspešnost študenta s posebnimi potrebami in kasneje tudi uspeh na delovnem mestu. Cilj raziskave je ugotoviti, s kakšnimi študijskimi izzivi se srečujejo študenti v slovenskem visokošolskem prostoru, kako dobro poznajo svoje posebne potrebe in možno podporo ter kakšno vlogo ima samozagovorništvo pri soočanju s študijskimi izzivi, iskanju pomoči in podpore v univerzitetnem okolju ter študijski uspešnosti. Zanimalo nas je tudi, kako se izzivi študentov s posebnimi potrebami razlikujejo glede na spol, letnik in usmeritev študijskega programa, obdobje pridobitve statusa in študijsko uspešnost ter kakšno (če sploh) podporo bi potrebovali pri premagovanju študijskih izzivov. V raziskavi smo uporabili deskriptivno in kavzalno neeksperimentalno metodo raziskovanja in kvantitativni in kvalitativni raziskovalni pristop. Oblikovali smo namenski vzorec študentov s posebnimi potrebami, ki imajo v študijskem letu 2021/22 status študenta s posebnimi potrebami na Univerzi v Ljubljani. Podatke smo pridobili s pomočjo elektronskega vprašalnika, oblikovanega za namen raziskave, na katerega se je odzvalo 123 študentov, kar predstavlja približno četrtino študentov s statusom študenta s posebnimi potrebami na Univerzi v Ljubljani. Rezultati raziskave so pokazali, da se študenti pri študiju srečujejo z določenimi izzivi. Največji izziv jim predstavljajo težave, ki so posledica posebnih potreb, razkrivanje svojih posebnih potreb, komuniciranje s profesorji glede prilagoditev pri študiju, spremljanje študijskega procesa in stigmatizacija. Ugotovljene so bile tudi statistično pomembne razlike pri posameznih izzivih glede na spol, letnik in usmeritev študijskega programa, vrsto posebnih potreb, status učenca oz. dijaka s posebnimi potrebami v osnovni in/ali srednji šoli in povprečno oceno pri študiju. Ugotovili smo tudi, da študenti pogosto doživljajo neprijetne občutke, kot so stres, anksioznost, strah, nesamozavest in nezadovoljstvo. Študenti so tudi poročali, da so njihove posebne potrebe vplivale na izbiro študija. Samopoznavanje lastnih posebnih potreb je med študenti dobro, večje težave pa imajo pri razkrivanju posebnih potreb in komuniciranju s profesorji ter zagotavljanju prilagoditev. Ugotovljeno je bilo tudi, da se študenti ne poslužujejo podpornih storitev, ki so na voljo na Univerzi v Ljubljani, vseeno pa si malo več kot polovica študentov s posebnimi potrebami želi dodatne podpore pri študiju, predvsem na področju razumevanja posebnih potreb, svetovanja in mentorske oz. tutorske podpore.

Ključne besede

inkluzija;visoko šolstvo;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2022
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[N. Fricelj]
UDK:	376:378(043.2)
COBISS:	114141443
Št. ogledov:	0
Št. prenosov:	0
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Challenges and self-advocacy of students with special needs at University of Ljubljana
Sekundarni povzetek:	Inclusion makes higher education accessible to people with special needs. This has increased the number of students who need additional accommodations to be successful in their studies. However, the transition to higher education presents various challenges for students with special needs. To overcome these challenges students themselves must find support. Students' self-advocacy skills, which include knowledge about their disability, their rights, and effective communication about their needs, play an important role in overcoming these challenges. Research has shown that self-advocacy skills determine the academic success of students with special needs and, later, their success in the workplace. The purpose of the study is to identify academic challenges students face at Slovenian universities, how well they know their special needs and possible support and the role of self-advocacy in overcoming academic challenges, seeking help and support at university and, academic performance. We were also interested in how the challenges of students with special needs differ by gender, academic year and course of study, period of status attainment, and academic achievement. Consequently, we were also interested in what support (if any) students with special needs need to overcome their challenges in higher education. The study used a descriptive and causal non-experimental research method and a quantitative and qualitative research approach. The purposive sample included students at the University of Ljubljana with the status of students with special needs in the academic year 2021/22. A total of 123 students participated and completed the questionnaire, which represents about a quarter of all students with special needs at the University of Ljubljana. The results of the study show that students with special needs face certain challenges in their studies. The main challenges they face are difficulties resulting from their disability, disclosure of their disability, communication with professors about adjustments, monitoring the study process, and stigmatisation. There were also statistically significant differences in specific challenges by gender, year and course of study, type of special needs, status in primary school and average grade in studies. We also found that students frequently experienced unpleasant feelings of stress, anxiety, fear, low self-esteem, and dissatisfaction. Students also reported that their special needs influenced their choice of study. Students are well aware of their own special needs, but have greater difficulty disclosing their special needs, communicating with professors and providing accommodations. It was also found that students do not use the support services available at the University of Ljubljana. However, more than half of the participating students would like additional support in their studies, especially in terms of understanding their special needs, counselling and mentoring.
Sekundarne ključne besede:	Osebe s posebnimi potrebami;Študenti;Zagovorniki po uradni dolžnosti;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:	224 str.
ID:	15848390