magistrsko delo
Valentina Božič (Avtor), Zrinjka Stančić (Mentor), Suzana Pulec Lah (Komentor)

Povzetek

Učitelj z znanjem s področja, ki ga poučuje, z znanji iz drugih področij (npr. didaktika, psihologija) ter z lastnimi stališči predstavlja pomemben sestavni del uspešnega vključevanja učencev, tudi učencev s težavami. V magistrskem delu smo proučevali zaznave in stališča predmetnih učiteljev do inkluzivne vzgoje in izobraževanja (v nadaljevanju VIZ), do vključevanja učencev z različnimi težavami ter proučevali ovire in pogoje, ki po mnenju predmetnih učiteljev vplivajo na uresničevanje inkluzije na predmetni stopnji sodelujočih osnovnih šol. Za namene raziskave smo prevedli in priredili anketni vprašalnik »Upitnik o pokazateljima inkluzije ─ za učitelje« (Ivančić in Stančić, 2012). V vzorec smo vključili 194 učiteljev predmetne stopnje iz osnovnih šol v koroški, savinjski, zasavski, posavski in podravski regiji. Rezultati raziskave, ki temeljijo na samoporočanju učiteljev, kažejo, da predmetni učitelji vključujejo v lastno poučevanje elemente dobre poučevalne prakse. Stališča predmetnih učiteljev do inkluzivne VIZ so v večini pozitivna, razlike glede na spol, izkušnje z učenci s posebnimi potrebami pri delu ali v osebnem življenju in glede na dodatno izobraževanje pa se v splošnem niso izkazale kot statistično pomembne. Predmetni učitelj so v splošnem najbolj naklonjeni vključevanju gibalno oviranih učencev, najmanj pa vključevanju učencev z motnjo v duševnem razvoju. Bolj so naklonjeni tudi vključevanju učencev z govorno jezikovnimi motnjami in primanjkljaji na posameznih področjih učenja kot vključevanju ostalih skupin učencev s posebnimi potrebami. Posamezne proučevane spremenljivke so se pokazale kot pomembne zgolj pri stališčih do vključevanja posameznih skupin učencev s posebnimi potrebami. Učitelji z izkušnjami s poučevanjem učencev s posebnimi potrebami se bolj strinjajo, da učenci s primanjkljaji na posameznih področjih učenja lahko dosegajo enakovredne učne dosežke kot učenci brez težav, najmanj pa se s tem strinjajo učitelji, ki imajo opravljeno specialno pedagoško izpopolnjevanje za izbrano skupino oseb s posebnimi potrebami. Učitelji brez izkušenj z nudenjem dodatne strokovne pomoči ter učitelji z dodatnim izobraževanjem se bolj strinjajo z vključenostjo učencev z motnjami v duševnem razvoju. Razpoložljivost strokovnih in materialnih virov ter arhitekturna dostopnost se po poročanju predmetnih učiteljev razlikuje od šole do šole. Predmetni učitelji menijo, da uresničevanje inkluzije v največji meri ovira preveliko število učencev v razredu in nezadostna usposobljenost strokovnih delavcev. Za kvalitetno delo z učenci s težavami jim pogosto primanjkuje časa, poučevanje učencev s težavami pa jim občasno predstavlja dodatno obremenitev. Na osnovi teoretičnih in empiričnih spoznanj smo oblikovali »mini priročnik«, vodnik za poučevanje raznolikih učencev, ki je namenjen predmetnim učiteljem, oziroma vsem, ki želijo pridobiti dodatne informacije o posameznih skupinah učencev s posebnimi potrebami, dejavnostih za ozaveščanje o posebnih potrebah ter idejah za aktivno učenje.

Ključne besede

inkluzivna vzgoja in izobraževanje;osnovna šola;učenci s težavami;učitelji predmetne stopnje;stališča učiteljev;inkluzija v praksi;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [V. Božič]
UDK: 376:373.3(043.2)
COBISS: 12519241 Povezava se bo odprla v novem oknu
Št. ogledov: 491
Št. prenosov: 106
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: Subject teachers attitudes towards inclusive education
Sekundarni povzetek: A teacher with the knowledge of the field he teaches, with the knowledge of other fields (e.g. didactics and psychology) and with his own attitudes represents an important component part of successful inclusion of students, also the students with difficulties. In the master’s thesis, we studied perceptions and attitudes of subject specialist teachers to the inclusive education and to the inclusion of students with different difficulties. We studied the obstacles and conditions which, according to subject specialist teachers, influence the realization of the inclusion on the lower secondary level of education of the cooperating elementary schools. For the purposes of the research, we translated and adapted the survey questionnaire »Upitnik o pokazateljima inkluzije ─ za učitelje« (Ivančić in Stančić, 2012). In the sample, we included 194 subject specialist teachers in Carinthia, Savinja, Zasavje, Posavje, and Podravje region. The results of the research based on self-reporting of the teachers show that subject specialist teachers include the elements of good teaching practice in their own teaching. The attitudes of subject specialist teachers to inclusive education are mainly positive. The differences with regards to the gender, experiences with students with special needs at work and in their personal lives, and additional education did not prove to be statistically significant generally. Generally, subject specialist teachers are fonder of including mobility impaired students and the least fond of including the students in intellectual impairment. They are fonder of including the students with speech impairment and deficiencies in individual fields of learning as including other groups of students with special needs. Individual studied variables proved to be important only in attitudes to including individual groups with special needs. The teachers with experiences in teaching students with special needs agree more that students with deficiencies in individual fields of learning can achieve equal learning achievements as students without difficulties. Teachers who finished special pedagogic training for the selected group of persons with special needs agree least with that statement. The teachers without experiences with offering additional professional help and the teachers with additional education agree more with the inclusion of students with intellectual impairment. The availability of professional and material sources and architectural availability is different from school to school according to the reporting of the subject specialist teachers. The subject specialist teachers believe that the realization of the inclusion is hindered by too many students in the classroom and insufficient qualification of professional workers to the greatest extent. They often lack time for the qualitative work with the students with difficulties. Teaching the students with difficulties represents additional strain occasionally. On the basis of theoretical and empirical findings, we formed a miniature manual, a guide to teach different students, which is intended to subject specialist teachers and all who wish to gain additional information on individual groups of students with special needs, activities for the awareness on special needs, and the ideas for active learning.
Sekundarne ključne besede: teacher;backward child;učitelj;otrok s posebnimi potrebami;
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: 116 str., 26 str. pril.
ID: 11188643