magistrsko delo
Eva Hočevar (Avtor), Mojca Lipec-Stopar (Mentor), Tomaž Petek (Komentor)

Povzetek

Zaradi njihove slabše vključenosti v družbeno okolje imajo osebe s posebnimi potrebami v primerjavi z vrstniki večkrat slabšo percepcijo kakovosti življenja. V preteklosti se zgolj fizično združevanje oseb s posebnimi potrebami in njihovih vrstnikov v isto šolsko okolje ni pokazalo kot pomemben dejavnik, ki vpliva na boljšo družbeno vključenost oseb s posebnimi potrebami, zato je potrebno izvajanje sistematičnih strategij za spodbujanje inkluzivnega vedenja. Te strategije se morajo osredotočati na razvijanje ozaveščenosti, informiranje o posebnih potrebah ter razbijanje stereotipov in predsodkov o osebah s posebnimi potrebami. Omenjeno je mogoče dosegati na različne načine, med drugim z branjem in pogovorom o književnih delih, v katerih nastopajo osebe s posebnimi potrebami. Takšna književna dela imenujemo inkluzivna književna dela. Z vodenim branjem lahko učitelj ali drug strokovnjak vzpostavi nevsiljivo domišljijsko okolje, v katerem lahko otroci eksperimentirajo s svojimi čustvi in iskreno izrazijo svoja stališča do oseb s posebnimi potrebami. Na ta način se ob besedilu učijo o osebah s posebnimi potrebami ter pravilnega čustvenega odziva na drugačnost. Z branjem inkluzivnih književnih del lahko nadomestimo tudi pomanjkanje konkretnih izkušenj otrok na tem področju ter s tem preprečimo, da bi se otroci v resnični situaciji vedli neprimerno ali celo nasilno do oseb s posebnimi potrebami. Pri mlajših učencih je za ta namen smiselna uporaba slikanice kot predagoškega pomagala za pogovor. Po komunikacijskem modelu poučevanja mora učitelj kot odrasli bralec otroke voditi k interakciji z besedilom in ustreznemu razumevanju le-tega. Učitelj postavlja vprašanja, ki so povezana z vsebino in zavzemajo vse stopnje po Bloomovi taksonomiji. Za boljše razumevanje besedila in motivacijo ob branju z učenci izvaja tudi različne obbralne dejavnosti. V empiričnem delu magistrskega dela smo pripravili, izvedli in evalvirali intervencijski program, ki smo ga zasnovali na izboru inkluzivnih književnih del, v katerih nastopajo liki s posebnimi potrebami. Za merski instrument, s katerim smo preverili vpliv izvedenega programa na udeležence v raziskavi, smo uporabili lestvico CATCH, ki smo jo priredili in prevedli. Intervencijski program smo izvedli v drugem in tretjem razredu osnovne šole. Ugotovili smo, da so učenci, ki so sodelovali v raziskavi, na vprašalnik odgovorili statistično pomembno bolj inkluzivno (ali vključujoče do oseb s posebnimi potrebami) po izvedbi intervencijskega programa kot pred izvedbo. Na podlagi analze strokovnih virov ter izsledkov raziskave smo za učitelje, druge strokovne delavce v vzgoji in izobraževanju ter starše pripravili priročnik, v katerem predstavljamo inkluzivna književna dela, ki smo jih uporabili v intervencijskem programu. V priročniku so smernice, kako dela inkluzivne književnosti uporabiti v razredu, da bomo s tem dosegli boljše razumevanje oseb s posebnimi potrebami in posredno njihovo boljšo družbeno vključenost.

Ključne besede

intervencijski program;inkluzivna književna dela;socialna vključenost;socialna kompetentnost;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [E. Hočevar]
UDK: 376(043.2)
COBISS: 35224579 Povezava se bo odprla v novem oknu
Št. ogledov: 308
Št. prenosov: 38
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: The impact of children's and youth literature on students' viewpoints on people with special needs
Sekundarni povzetek: Because people with special needs oftentimes have difficulties with social inclusion, their quality of life is usually lower than that of their peers. In the past, purely physical aggregation of children with special needs and their peers in the same classroom did not improve social inclusion of children with special needs. Therefore, an implementation of systematic strategies for promoting social inclusion is needed. These strategies should focus on developing awareness, informing about special needs and suppression of prejudice toward people with special needs. This could be achieved in several ways, for example, with reading and talking about works of literature that depict people with special needs. This type of literature is named inclusive literature. With focused reading, a teacher or some other expert is able to create a non-invasive, make-believe environment, where children can experiment with their feelings and freely express their attitudes toward people with special needs. In that way, they learn about people with special needs and practice the correct emotional response. In addition, with reading, it is possible to rectify children’s lack of real-life experiences, which can prevent improper or violent behavior towards people with special needs in real-life situations. It is reasonable to use picture books with younger children as a pedagogic conversation starter. In accordance with the communication model for teaching literature the teacher as an experienced reader is supposed to steer the pupils toward communicating with the text for a better understanding of the literature work. The teacher leads the conversation with questions about the content of the text, which includes all the steps of Bloom’s taxonomy. The teacher can offer different activities to promote understanding of the text and motivate children. In the empirical part of this master’s thesis, we have created, executed, and evaluated an interventional program, which we have based on a selection of inclusive literature works with protagonists with special needs. We have used a revised and translated CATCH scale for a measuring instrument to evaluate the effects of the program that we have carried out in a second and third class of the primary school. We have concluded that the students who participated in the program answered the questions of the CATCH scale in a way that showed a statistically better attitude towards students with special needs after the program, compared to before. Based on the analysis of the literature and our findings we have created a manual for teachers, other pedagogic professionals, and parents in which we have presented inclusive literature works we have used in our program. The manual explains how inclusive literature can be used as a motivational conversation starter for promoting a better understanding of people with special needs and a better social inclusion for them.
Sekundarne ključne besede: remedial instruction sciences;specialna pedagogika;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Oddelek za specialno in rehabilitacijsko pedagogiko, Posebne razvojne in učne težave
Strani: VII, 87 str.
ID: 12120547