Izvajanje pohodništva na izbrani osnovni šoli s prilagojenim programom z nižjim izobrazbenim standardom

magistrsko delo

Timea Starič (Avtor), Tjaša Filipčič (Mentor)

Povzetek

Del obveznega programa osnovnih šol je predmet šport, ki skrbi za skladen telesni in duševni razvoj učencev, sprostitev in razbremenitev, pozitivno doživljanje športa ter oblikovanje pristnega, spoštljivega, čustvenega in kulturnega odnosa do narave in okolja. Pri tem predmetu se učitelji v vseh osnovnošolskih vzgojno-izobraževalnih programih srečujejo z vsebinami, vezanimi na pohodništvo. Učitelji na osnovnih šolah s Prilagojenim izobraževalnim programom z nižjim izobrazbenim standardom morajo tako pohodništvo prilagoditi individualnim potrebam vsakega učenca. Poleg same dejavnosti hoje pa morajo učenci usvojiti tudi nekatere teoretične vsebine, vezane na pravila varne hoje, varstvo narave in ustrezno opremo za pohodništvo, hkrati pa krepijo tudi zavest o ohranjanju kulturne in naravne dediščine. Zaradi specifičnih potreb oseb z lažjimi motnjami v duševnem razvoju morajo učitelji te vsebine prilagoditi in jih predstaviti na učencem razumljiv način. Z magistrskim delom smo želeli dobiti vpogled v izvajanje pohodništva na izbrani osnovni šoli kot dela obveznega programa predmeta šport v Prilagojenem izobraževalnem programu z nižjim izobrazbenim standardom. Naredili smo intervju s športnim pedagogom, v okviru katerega smo raziskali proces načrtovanja pohodništva, izzive in težave, s katerimi se učitelj sooča tako pri načrtovanju kot pri samem izvajanju pohodništva ter uspešnost samostojnega orientiranja oseb z lažjimi motnjami v duševnem razvoju. Izvedli smo tri intervjuje z učenci, s pomočjo katerih smo dobili vpogled v subjektivno doživljanje pohodništva ter njihove želje in predloge pri izvajanju le-tega, poznavanje učinkov pohodništva na človekov organizem, zavedanje pomena ustrezne pohodniške opreme, naravovarstveno zavedanje in poznavanje pripomočkov za orientiranje v naravi. Ugotovili smo, da športnemu pedagogu pri načrtovanju pohodništva za osebe z lažjimi motnjami v duševnem razvoju največji izziv predstavljata diferenciacija in individualizacija. Učencem glede na njihove sposobnosti prilagaja čas in dolžino pohoda ter pot, pohodniške športne dni pa načrtuje v pomladnih mesecih. Pri načrtovanju pohodništva se športni pedagog najpogosteje srečuje s težavami, kot so neustrezna oprema učencev, slaba telesna pripravljenost učencev in učiteljev ter neustrezna prehrana učencev med pohodom. Težave pri izvajanju rešuje s preventivno vzdržljivostno vadbo pri predmetu šport ter predhodnim ozaveščanjem o ustrezni pohodniški opremi ter prehrani med pohodom. Učenci pri orientiranju v naravi potrebujejo nadzor učitelja spremljevalca, pri orientaciji pa zaradi slabega predznanja ne uporabljajo nobenih pripomočkov. Ugotovili smo tudi, da se učenci na pohodniških športnih dneh dobro počutijo. Intervjuvani učenci se zavedajo pozitivnega vpliva pohodništva na človekov organizem in poznajo pomen ustrezne pohodniške opreme. Učenci lasten prispevek k varovanju narave vidijo predvsem v pobiranju smeti ter varovanju rastlin in živali.

Ključne besede

lažje motnje v duševnem razvoju;prilagojen program vzgoje in izobraževanja;pohodništvo;orientacija;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2020
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[T. Starič]
UDK:	376-056.34:796.51(043.2)
COBISS:	17591555
Št. ogledov:	459
Št. prenosov:	65
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Carrying out hiking at the selected elementary school with special education programme with lower level educational
Sekundarni povzetek:	Sports is part of the compulsory primary school curriculum and attends to the harmonious physical and mental development of students, relaxation and relief, a positive experience of sports and the formation of a genuine, respectful, emotional and cultural attitude towards the nature and the environment. In this school subject, teachers in all primary educational programmes encounter content which is related to hiking. Primary schools teachers teaching on an adapted educational programme with lower educational standards must adapt hiking to the individual needs of each student. In addition to the walking activity itself, students must also acquire some theoretical background related to the rules of safe walking, nature protection and appropriate equipment for hiking, and at the same time strengthen the awareness of preserving cultural and natural heritage. Due to the specific needs of people with mild intellectual disabilities, teachers need to adapt this content and present it in a comprehensive way for their students. In this master's thesis, we wanted to gain insight into the implementation of hiking at a selected primary school as part of the compulsory programme of sport subject sports in the adapted educational programme with lower educational standards. As a research instrument, an interview with a sports teacher was conducted which explored the process of hike planning, the challenges and problems faced by the teacher in planning and implementing hiking and the success of self-orientation of students with mild intellectual disabilities. Three more interviews were held with students to gain insight into their personal experiences of hiking, their wishes and suggestions of hiking implementation, their understanding of potential hiking effects on the human body, their awareness of the importance of appropriate hiking equipment, and their awareness of environmental protection and their knowledge of orienteering equipment. We found that differentiation and individualization are the biggest challenges for sports teachers when planning hiking for students with mild intellectual disabilities. The teacher adapts the duration, the length and the route of the hike to the students according to their abilities, and also plans hiking sports events in the spring months. When planning a hike, the sports teacher most often encounters problems such as an inadequate student equipment, a poor physical fitness of students or teachers, and an inadequate nutrition of students during the hike. He solves implementation problems with preventive endurance training in sports and prior students’ awareness of appropriate hiking equipment and nutrition during the hike. Students need a supervision of an accompanying teacher when doing orienteering outdoors, and they do also not use any aids due to poor prior knowledge. We also found that students feel good on hiking sports days. The interviewees are aware of the positive impact of hiking on the human body and know the importance of appropriate hiking equipment. Students see their own contribution to nature protection mainly in waste collection and the protection of plants and animals.
Sekundarne ključne besede:	sport;mental handicap;šport;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:	62 str.
ID:	11779241