diplomsko delo
Neja Čopič (Avtor), Helena Smrtnik Vitulić (Mentor), Mojca Vrhovski Mohorič (Komentor)

Povzetek

V diplomski nalogi sem preučila izkušnje mladostnikov in njihovih staršev, ko so se mladostniki iz programa večinske šole prešolali v prilagojeni program vzgoje in izobraževanja z nižjim izobrazbenim standardom (v nadaljevanju PP VI z NIS). Za posameznike z lažjo motnjo v duševnem razvoju (v nadaljevanju LMDR) je značilno, da imajo znižane sposobnosti za učenje, v prilagojenih pogojih učenja pa lahko dosežejo temeljna šolska znanja. Zaradi obsežnih težav na učnem področju ne morejo slediti programu večinske osnove šole, zato se šolajo oz. so kasneje prešolani v PP VI z NIS. V kolikor so učenci prešolani kasneje, se učne težave in neuspešnost na učnem področju stopnjujejo, kar lahko povzroči nastanek vedenjskih in čustvenih težav, pomembno pa vpliva tudi na samospoštovanje učencev. Zaradi neuspešnosti se lahko pri učencih razvije strah pred šolo, posledično pa tudi odpor do učenja oz. šole v celoti. Čustvena napetost in stiske v povezavi s šolo lahko pri učencih povzročajo pojave psihosomatskih težav oz. motenj. Učna neuspešnost pa ne vpliva le na učenčevo dojemanje šole. Vpliva tudi na preživljanje prostega časa in socialne odnose v širši in ožji okolici. V raziskavo so bili zajeti štirje učenci, ki so bili prešolani v PP VI z NIS, ter njihovi starši. Gre za študijo primerov, s katero sem spoznala področje izkušenj staršev in otrok pri preusmeritvi v PP VI z NIS. Za pridobitev raziskovalnih podatkov sem uporabila polstrukturiran intervju. Opravljene intervjuje sem zvočno posnela in zapisala gradivo ter transkript, ki sem ga parafrazirala in povzela. V analizi zapisa sem uporabila elemente kvalitativne analize besednega gradiva. V raziskavi sem ugotovila, da so se v večinski osnovi šoli učenci počutili neuspešni, imeli so težave v odnosih z vrstniki in učitelji, za šolsko delo pa so porabili veliko časa. Podobno so opažali tudi starši, ki so poročali o vedenjskih in čustvenih težavah otrok. Po prešolanju so tako učenci kot tudi njihovi starši opazili, da so imeli manj učnih težav, izboljšalo se je počutje učencev in njihov odnos do šole ter odnosi z učitelji in učenci. Menim, da lahko moja raziskava pomaga pri razumevanju težav učencev, ki so učno neuspešni in kljub pomoči ne dosegajo minimalnih standardov. Izkušnje učencev in staršev so vir informacij tistim staršem in učiteljem, ki se soočajo s prešolanjem v PP VI z NIS.

Ključne besede

lažja motnja v duševnem razvoju;samopodoba;čustva;socialni odnos;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [N. Čopič]
UDK: 376(043.2)
COBISS: 11368009 Povezava se bo odprla v novem oknu
Št. ogledov: 854
Št. prenosov: 134
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: The experience of adolescents and parents before, after, and in the process of redirection into the Adapted program of education with lower educational standard
Sekundarni povzetek: This diploma paper studies the experience of adolescents and their parents where the adolescents were redirected from the regular school program into the Adapted program of education with lower educational standard. Individuals with mild intellectual disability are typically characterised by reduced learning abilities, but in the adapted learning environment they are able to achieve basic school aims. Due to extensive learning difficulties such students are unable to follow the regular school program, which is why they are schooled, or are later redirected into the Adapted program of education with lower educational standard. If the students are redirected later, learning difficulties and failure in the field of education increase, which can cause behavioural and emotional problems, as well as have an important role on students' self-respect. Due to constant failure the students may develop fear of school, and consequently dislike of learning or of school in general. Emotional tension and distress related to school can cause psychosomatic problems or disorders in students. But learning failure extends beyond the scope of student's perception of school alone. It also affects how students spend their free time and their social relations in the broader and narrow environment. This research studies four students, who were redirected into the Adapted program of education with lower educational standard. It is a case study which provides an insight into the experience of parents and their children in the process of redirection into the above mentioned program. To obtain the research data we used the half-structured interview. The interviews were recorded and transcribed. The transcript was then summarized and paraphrased and then analysed in accordance with elements of qualitative text analysis. The research shows that the students felt unsuccessful in the regular school, having difficulties in their relations with peers and teachers, as well as spending a lot of time for their school work. Their parents’ observations were similar, reporting about various behavioural and emotional problems of their children. After the redirection both the students and their parents noted that they had less learning difficulties, the students' well-being improved along with their attitude to school and relations with teachers and students. This research can help understand the problems of students with learning difficulties that are, despite effort and assistance, unable to achieve minimal learning standards. The experience of students and parents is a source of information to those parents and teachers who are dealing with the process of redirection into the Adapted program of education with lower educational standard.
Sekundarne ključne besede: young adult;parents;specialna pedagogika;mlajši odrasli;starši;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo
Komentar na gradivo: Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani: 201 str.
ID: 9233275