magistrsko delo
Mojca Štrekelj (Avtor), Mojca Lipec-Stopar (Mentor), Metka Novak (Komentor)

Povzetek

Cilj vseživljenjskega usposabljanja oseb z motnjami v duševnem razvoju je krepitev njihove samostojnosti in omogočanje kakovostnega življenja. V obdobju odraslosti je v ospredju vprašanje dela, ki aktivnemu posamezniku omogoča participacijo v družbi, neodvisnost, samostojnost in krepitev socialnih odnosov. Večina odraslih, sploh tistih, ki potrebujejo izrazitejšo podporo, še vedno dela v varovanih delovnih okoljih. Izhodišče za načrtovanje podpore pri življenjskih in delovnih aktivnostih odraslih je izhajanje iz njihovih močnih področij, ciljev, pričakovanj in izkušenj. Še posebej je pomembno, da so pri delu samostojni in kar se da neodvisni od drugih. To je mogoče doseči z uporabo ustreznih strategij usposabljanja in motiviranja ter ob aktivnem vključevanju oseb v procese načrtovanja (npr. izbira delovnih nalog, zastavljanje ciljev), izvedbe (npr. usposabljanje za samostojnost) in evalvacije (npr. analiza dela) delovnega procesa. V empiričnem delu prikazujemo pripravo, izvedbo in evalvacijo na osebo usmerjenega programa za spodbujanje samostojnosti pri opravljanju delovnih nalog. Vključenih je bilo deset odraslih z motnjami v duševnem razvoju, ki delajo pod posebnimi pogoji in za uspešno funkcioniranje potrebujejo omejeno, obsežno ali vseobsegajočo pomoč. Program sestavlja pet korakov, ki omogočajo krožno izvajanje: analiza dosedanjega dela in sestava lestvice za oceno samostojnosti, ocenjevanje začetne stopnje samostojnosti, priprava osebnih načrtov za spodbujanje delovne samostojnosti, trimesečno usposabljanje na delovnem mestu in evalvacija napredka, del katere je načrtovanje novih ciljev. Temelj programa je usmerjanje na osebo in krepitev individualne samostojnosti. Vključeni so aktivno sodelovali v vseh korakih programa, kjer so vrednotili lastno stopnjo samostojnosti, odločali o izboru nalog, predstavljali svoja močna področja, se usposabljali, prepoznavali napredek in poročali o zadovoljstvu. Zapisali smo splošne ugotovitve o programu, ki so podkrepljene z individualnimi rezultati vsakega posameznika. Rezultati kažejo, da na samostojnost vključenih pozitivno vplivata na osebo usmerjeno načrtovanje in vodeno usposabljanje (znotraj katerega so zagotovljeni osebni načrti, opore, primerne strategije poučevanja in motiviranje). Sodelujoči so v treh mesecih dosegli višje stopnje samostojnosti pri opravljanju delovnih nalog, ki so jih večinoma izbirali sami. Skoraj vsi so med usposabljanjem uporabljali opore, ki so jih med izvedbo opustili. Usposobili so se za samostojnejšo izvedbo tudi novih nalog. Z izvedbo so bili zadovoljni. Predlagali so, da bi se v podobnih programih usposabljali tudi v prihodnje.

Ključne besede

delo pod posebnimi pogoji;program spodbujanja samostojnosti;usposabljanje na delovnem mestu;osebe z motnjami v duševnem razvoju;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Štrekelj]
UDK: 376(043.2)
COBISS: 12584009 Povezava se bo odprla v novem oknu
Št. ogledov: 626
Št. prenosov: 91
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: Incentive program for encouraging independence in individuals with intellectual disabilities employed under special conditions
Sekundarni povzetek: The goal of lifelong training for people with intellectual disabilities is to strengthen their independence and enable them a quality of life. In adulthood, the focus is placed on the issue of work and employment enabling each and every one an active participation in the society, independence, autonomy in addition to building social relationships. Most adults, especially those who need more support, are still working in protected working environments. The starting point for support planning in life and work activities of adults with intellectual disabilities derives from their strengths, goals, expectations and experiences. It is vital that they are autonomous and as independent as possible, which can be achieved by applying appropriate training and motivation strategies as well as by actively involving them in the planning processes (e.g. task selection, goal setting), implementation (e.g. autonomy training) and evaluation (e.g. work analysis) of the work process. The present research thus provides the preparation, implementation and evaluation of a person-oriented incentive program for encouraging independence in individuals with intellectual disabilities who are employed under special conditions. The study included ten adults with intellectual disabilities who work under special conditions and need comprehensive assistance. The program consists of five steps that enable circular implementation, i.e. analysis of the previous work and scale preparation for independence assessment, assessment of the initial level of autonomy, personal development plan for encouraging work independence, a three-month training at the workplace, and progress evaluation, part of which is setting new goals. The main aim of the program is to promote person-centered planning and strengthen individual independence. The participants actively participated in all steps of the program in which they evaluated their own level of independence, decided on task selection, presented their strengths, trained, observed their progress and reported on their satisfaction. Accordingly, the study provides general findings about the program, which are supported by individual results of each research participant. The results show that a person-centered planning and guided training of the participating individuals (supported by personal development plans, personalized support, appropriate teaching strategies and motivation) positively affects their independence. Within three months, the participants achieved higher levels of autonomy in the performance of their tasks, most of which were chosen by the participants themselves. Almost all of the participants used different types of support during the training, which they were able to completely abandon during the course of the program. What is more, they were able to undertake new tasks and perform them more independently. The participants were satisfied with the implementation, and suggested that they be part of similar training programs in the future.
Sekundarne ključne besede: mental handicap;motnje v duševnem razvoju;
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: XI, 89 str., [3] str. pril.
ID: 11225290