magistrsko delo
Leja Mehmedovič (Avtor), Janez Jerman (Mentor)

Povzetek

Magistrsko delo preučuje počutje osnovnošolca s posebnimi potrebami, ki je vključen v vzgojno-izobraževalni progam s prilagojenim izvajanjem in dodatno strokovno pomočjo. Osredotoča se predvsem na obravnavo učenčevega počutja v odnosu do storitev pomoči in podpore oz. konkretno v odnosu do dodatne strokovne pomoči. V teoretičnem delu magistrskega dela predstavimo skupino učencev s posebnimi potrebami, vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo ter koncept inkluzije v vzgoji in izobraževanju. V nadaljevanju z vidika različnih razvojnih teorij natančneje obravnavamo razvoj otroka v srednjem otroštvu in mladostništvu, kjer se posebej posvetimo psihosocialnemu razvoju otroka in pomenu vrstnikov. Nato opredelimo pojma zaznamovanosti in stigme ter posežemo tudi na področje učenja in njegovih dejavnikov. Teoretični del magistrskega dela zaključimo s poglavjem o načinih preprečevanja zaznamovanosti ali stigme pri učencih s posebnimi potrebami ter navedemo nekatere obstoječe raziskave o dodatni strokovni pomoči in učencih s posebnimi potrebami. Temeljni cilj magistrskega dela je bil ugotoviti, ali so učenci s posebnimi potrebami zaradi obiskovanja dodatne strokovne pomoči in pripadajočih prilagoditev zaznamovani oz. stigmatizirani. Ob tem nas je zanimalo tudi, kakšen je odnos učencev s posebnimi potrebami do dodatne strokovne pomoči ter kako dobro so učenci s posebnimi potrebami vključeni v socialno sredino svojih vrstnikov. Raziskavo smo izvedli na vzorcu 50 učencev s posebnimi potrebami, ki obiskujejo dodatno strokovno pomoč, ter na vzorcu 63 izvajalcev dodatne strokovne pomoči iz naključno izbranih osnovnih šol po Sloveniji. Podatke smo pridobili z dvema vprašalnikoma, in sicer z vprašalnikom za učence ter z vprašalnikom za izvajalce dodatne strokovne pomoči. Dobljene podatke smo statistično obdelali v programu IBM SPSS Statistics 22. Na podlagi analize odgovorov učencev s posebnimi potrebami in izvajalcev dodatne strokovne pomoči smo zavrnili hipotezo, da so učenci s posebnimi potrebami zaznamovani ali stigmatizirani zaradi obiskovanja dodatne strokovne pomoči. To pa ne pomeni, da se specialni pedagog ali drugi izvajalec dodatne strokovne pomoči pri svojem delu ne more srečati z učencem, pri katerem bodo občutki drugačnosti ali stigme prisotni. Ugotovili smo, da se učenci s posebnimi potrebami dobro razumejo z izvajalko/izvajalcem dodatne strokovne pomoči, da dodatno strokovno pomoč radi obiskujejo ter jo pojmujejo kot učinkovito. Prav tako smo na podlagi poročanja učencev s PP in izvajalcev DSP ugotovili, da se večina učencev s posebnimi potrebami dobro razume s svojimi sošolci in vrstniki, kljub temu da so sošolci občasno mnenja, da so njihove prilagoditve nepravične. Na podlagi dobljenih rezultatov smo ovrgli tudi drugo hipotezo, ki pravi, da se v poročanju o zaznamovanosti učencev s posebnimi potrebami zaradi obiskovanja dodatne strokovne pomoči pojavljajo razlike v odgovorih učencev in izvajalcev pomoči.

Ključne besede

dodatna strokovna pomoč;stigma;otroci s posebnimi potrebami;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [L. Mehmedovič]
UDK: 376(043.2)
COBISS: 21582339 Povezava se bo odprla v novem oknu
Št. ogledov: 388
Št. prenosov: 47
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: Pupils stigmatization due to additional professional assistance in elementary school
Sekundarni povzetek: The master's thesis examines the well-being of a pupil with special needs who attends educational program with adapted and additional professional assistance. The main subject of the research refers to discovering effects of additional professional assistance on pupil's well-being. In the theoretical part of the master thesis we explicate a group of pupils with special needs, an educational program of adapted and additional professional assistance, and the concept of inclusion and its implementation in education. In the following, we examine developement of six to eleven year olds and children in adolescence from different theoretical views. We focus on examining psychosocial developement of the child and the importance of peers. We then define the concepts of stigma and its effects on child's learning. The theoretical part of the master's thesis concludes with a discussion about strategies to prevent stigma of pupils with special needs. It also lists some research on additional professional assistance. The main aim of this master thesis was to determine whether the pupils with special needs are stigmatized due to attending additional professional assistance. We were also interested in the attitude of pupils with special needs to additional professional assistance and how well the pupils with special needs are included in the social environment of their peers.The research was conducted on a sample of 50 pupils with special needs who attend additional professional assistance and on a sample of 63 providers of additional professional assistance from randomly selected primary schools in Slovenia. Data were obtained with two questionnaires, namely a questionnaire for pupils and a questionnaire for providers of additional professional assistance. The obtained data were statistically analysed in IBM SPSS Statistics 22 computer application. The overall results indicate that additional professional assistance does not attribute to stigmatization of pupils with special needs. This does not mean, however, that a special pedagogue or other provider of additional professional assistance cannot meet a student in whom feelings of difference or stigma will be present. The research results also indicate that pupils with special needs get along well with the provider of additional professional assistance, that they like to attend additional professional assistance and perceive it as effective support service. Also, most pupils with special needs get along well with their classmates and peers, despite the fact that classmates occasionally feel that their adjustments are unfair. Both pupils with special needs and teachers of additional professional assistance reported that additional professional assistance does not attribute to stigmatization of pupils with special needs.
Sekundarne ključne besede: backward child;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: 114 str.
ID: 11888118