magistrsko delo
Urška Smolič (Avtor), Mojca Lipec-Stopar (Mentor)

Povzetek

Vključevanje otrok z avtističnimi motnjami v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo postaja po svetu in tudi v Sloveniji vse pogostejša praksa. Ena izmed vidnejših prednosti vključevanja otrok z avtističnimi motnjami v omenjeni vzgojno-izobraževalni program je spodbujanje socialnih spretnosti in stikov z vrstniki značilnega razvoja, po drugi strani pa potrebujejo otroci z avtističnimi motnjami dodatno pozornost in individualno podporo s strani pedagoških strokovnjakov kot izvajalcev programa, zaradi česar lahko proces vključevanja omejene skupine otrok v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo za pedagoške strokovnjake, otrokove vrstnike in tudi otroka z avtističnimi motnjami predstavlja izziv. Za spodbujanje uspešnega vključevanja otrok z avtističnimi motnjami je tako pomembno negovati vključujoče naravnano šolsko klimo in kulturo ter zagotoviti ustrezne okoljske in kurikularne prilagoditve. Poleg tega je pomembno, da se pedagoški strokovnjaki, ki delajo z otrokom z avtističnimi motnjami, medsebojno podpirajo, si pomagajo ter timsko sodelujejo pri nudenju podpore otroku z avtističnimi motnjami. Za uspešno vključevanje otrok z avtističnimi motnjami v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo sta ključna dejavnika tudi izvajanje sprotne evalvacije ter sodelovanje šolskega okolja z otrokovim domačim okoljem. Z raziskavo smo želeli narediti evalvacijski vpogled v obstoječe stanje glede vključevanja otrok z avtističnimi motnjami v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo na Slovenskem. Osrednji namen je bil raziskati stališča pedagoških strokovnjakov, ki z otroki z avtističnimi motnjami delajo v okviru vzgojno-izobraževalnega programa s prilagojenim izvajanjem in dodatno strokovno pomočjo, ter staršev omenjene skupine otrok do njihovega vključevanja v omenjeni vzgojno-izobraževalni program ter preveriti, do kolikšne mere omenjeni skupini respondentov ocenjujeta dejavnike, ki so pomembni za uspešno vključevanje otrok z avtističnimi motnjami v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo, kot uresničene. Kot inštrumentarij smo uporabili dve različici anketnega vprašalnika. V vzorec je bilo zajetih 24 pedagoških strokovnjakov, ki v okviru vzgojno-izobraževalnega programa s prilagojenim izvajanjem in dodatno strokovno pomočjo delajo z otrokom oz. otroki z avtističnimi motnjami, ter 19 staršev otrok z avtističnimi motnjami. Rezultati, predstavljeni v empiričnem delu, so pokazali, da imajo tako starši kot pedagoški strokovnjaki do vključevanja otrok z avtističnimi motnjami v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo pozitivna stališča, pri čemer oboji izpostavljajo pomen vključujoče naravnane šolske klime. Starši izražajo močno pozitivno stališče do tega, da so aktivno vpeti v proces vključevanja svojega otroka, pri pedagoških strokovnjakih pa je prisotno izrazito pozitivno stališče do nudenja podpore s strani vodstva in sostrokovnjakov, ter o tem, da zahteva proces vključevanja timski pristop. Izkazalo se je tudi, da obe skupini respondentov ocenjujeta dejavnike, pomembne za uspešno vključevanje otrok z avtističnimi motnjami v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo, kot v veliki meri uresničene. Povprečne ocene (aritmetična sredina) uresničenosti s strani staršev so bile na lestvici od 1 do 5 pri vseh dejavnikih večje od 4,00, pri pedagoških strokovnjakih pa večje ali enake od 3,88. Za najmanj uresničene so se izkazale ocene dejavnikov nudenja podpore, negovanja vključujoče naravnane šolske klime in kulture ter izvajanje sprotne evalvacije, kot VI II so to ocenili pedagoški strokovnjaki, a tudi ti faktorji so bili v ocenjeni z razmeroma visoko povprečno oceno.

Ključne besede

otroci z avtističnimi motnjami;vključevanje;vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo;starši;pedagoški strokovnjaki;stališča;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [U. Smolič]
UDK: 376(043.2)
COBISS: 12665161 Povezava se bo odprla v novem oknu
Št. ogledov: 538
Št. prenosov: 83
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: Inclusion of children with autism spectrum disorders in adapted educational programme with additional professional assistance
Sekundarni povzetek: From worldwide point of view is inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support becoming more and more frequent practice and Slovenia is not an exception. One of the most recognizable advantages of inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support is encouraging social skills and social interaction among children with autistic spectrum disorders and their peers with typical development, but on the ohter hand children with autistic spectrum disorders express necessity of additional attention and individual professional support, and by reason of that can inclusion of the mentioned group of children with autistic spectrum disorders in adapted educational programme with additional prefessional support become challenging, especially for educational experts, child's with autistic spectrum disorders peers and for the child with autistic spectrum disorders himself. For providing a successful inclusion of children with autistic spectrum disorders it is crucial to nurture inclusive school climate and culture and to provide appropriate enviromental and curicular adjustments. In addition to that support, team work, formative assesment and collaboration between schooll and child's family are also important factors that hold positive impact on inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support. With the research we wanted to make an evaluational insight in existing state about inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support in Slovenia. The main purpose of the research was to verify attitude of educational professionals, who work with that group of children, and parents of children with autistic spectrum disorders, included in adapted educational programme with additional prefessional support, about the inclusion of mentioned group of children in adapted educational programme with additional prefessional support. In addition we also wanted to verify how the respondents evaluate factors, important for successful inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support, as realizated. Two versions of survey questionnaire were used as an instrument. In the autistic spectrum disorders there were 24 educational professionals, who work with child or children with autistic spectrum disorders in adapted educational programme with additional prefessional support, and 19 parents of mentioned group of children. Results, represented in empirical part of thesis, show that both, educational professionals and parents of children with autistic spectrum disorders have positive attitudes toward inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support. Both groups of respondents percieve inclusive school climate as important. Parents, included in our sample, have highly positive attitude toward active involvement in their child's educational process. Highly positive attitude at educational professionals can be seen in their opinion about the importance of having a supportive school leaders and professional collegues and about the importance of team work in the process of inclusion of children with autistic spectrum disorders in adapted educational programme with additional prefessional support. Results also show that both, educational professionals and parents evaluate factors, important for successful inclusion of children with autistic spectrum disorders, as mainly realizated. Mean of realization on scale from 1 to 5 of all the six factors were 3,88 or more as ratred by educational professionals, and 4,00 or more, ratred by parents X of children with autistic spectrum disorders. Factors of providing support, encouraging inclusive school climate and culture and formative assesment were evaluated as at least ralizated factors (by educational professionals), but still with relatively high mean.
Sekundarne ključne besede: autistic;avtist;
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, 74 str.
ID: 11276657