magistrsko delo
Kaja Lipovec (Avtor), Mojca Lipec-Stopar (Mentor)

Povzetek

Ob spoznanju, da ima otrok posebne potrebe, se družinska dinamika pomembno spremeni. Starši ali skrbniki otrok so pogosto zaskrbljeni in doživljajo občutke krivde in nemoči, ki se dodatno krepijo ob otrokovi učni neuspešnosti. Kljub dodatni strokovni pomoči, ki jo je otrok deležen v šoli, se starši obračajo tudi na strokovnjake izven šole in iščejo pomoč v obliki učnih inštrukcij, psihološkega ali psihoterapevtskega svetovanja, logopedskih obravnav, senzorne integracije in različnih komplementarnih ter drugih pristopov, nekateri starši pa zaradi stresa in stisk iščejo psihosocialno pomoč tudi zase. V življenje otrok in staršev tako vstopajo različni strokovnjaki. V strokovni literaturi najdemo priporočila o sodelovanju med vsemi vpletenimi, kar ima za otroka velike koristi. Strokovni delavci na ta način pridobijo pomembne informacije, s katerimi lažje načrtujejo in izvajajo proces pomoči za posameznega otroka, starši pa so seznanjeni z otrokovim napredkom in razvojem na učnem, socialnem in čustvenem področju. Tak pristop lahko pomembno razbremeni starše. Zanimalo nas je, v kolikšni meri starši otrok z dodatno strokovno pomočjo zaznavajo potrebnost izvenšolskih oblik pomoči za otroka in kakšno vlogo ima pri tem šola. Želeli smo ugotoviti, zakaj starši pomoč za otroka iščejo tudi izven šole in med spremenljivkami poiskati statistično pomembne razlike. Zanimalo nas je še, v kolikšni meri starši iščejo psihosocialno pomoč zase. S pomočjo anonimnega anketnega vprašalnika smo opravili kvantitativno raziskavo, v katero smo zajeli 236 staršev otrok, ki so vključeni v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo. Ugotovili smo, da so starši zadovoljni tako s sodelovanjem s šolskimi strokovnimi delavci kot tudi z učinkovitostjo dodatne strokovne pomoči v šoli. Kljub temu je skoraj tretjina otrok deležna izvenšolske učne pomoči, četrtina psihološke oziroma psihoterapevtske pomoči, manjši del staršev pa izbira še druge oblike pomoči. Med vrsto izvenšolske pomoči in različnimi posebnimi potrebami so se pokazale statistično pomembne razlike. Starši navajajo različne razloge za izbiro izvenšolskih obravnav, izstopa zlasti želja po dodatni obliki pomoči, ki bi je bil otrok deležen poleg obstoječe pomoči v šoli. Več kot polovica staršev poroča o dobrem sodelovanju med starši, strokovnimi delavci šole in izvajalci izvenšolske pomoči. Glede izvenšolskih obravnav starši poročajo o nekaterih ovirah, izpostavljajo predvsem previsoke cene, predolge čakalne dobe in slabo dostopnost obravnav. Stalna in vsakodnevna skrb za otrokov uspeh in napredek lahko vodi tudi v stres staršev. Ni zanemarljivo, da 17% staršev išče psihosocialno pomoč zase. Rezultati bodo pripomogli k razumevanju stisk družin in šolskim strokovnim delavcem ponudili možnost vzpostavljanja kvalitetnejšega dialoga s starši.

Ključne besede

dodatna strokovna pomoč;zvenšolska obravnava;zunanji strokovnjak;sodelovanje;programi za starše;psihosocialna podpora;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [K. Lipovec]
UDK: 376(043.2)
COBISS: 53486339 Povezava se bo odprla v novem oknu
Št. ogledov: 271
Št. prenosov: 29
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: Extra-curricular assistance and support for children with special needs and their parents
Sekundarni povzetek: At the realization that the child has special needs, the family dynamics changes significantly. The parents or guardians of children are often worried and experience feelings of guilt and powerlessness, which grow due to the child’s poor learning performance. Despite additional professional assistance, provided to the child in school, parents turn to external experts and seek help in the form of learning instructions, psychological and psychotherapeutical consultations, speech therapy treatments, sensory integration and different complementary and other approaches. Due to stress and distress, some parents also look for psychosocial support for themselves. Therefore, various experts enter the life of children and parents. In professional literature, we can find suggestions for cooperation between all the involved parties, which has great benefits for the child. This way, professional workers gain important information, which makes it easier for them to plan and provide assistance to individual children, and parents are informed about the child’s progress and development in the learning, social and emotional field. Such an approach can significantly relieve the parents. We wanted to know, to what extent the parents of children with special needs with additional professional assistance find it necessary to seek extracurricular forms of assistance for the child and what is the role of the school in this manner. We wanted to find out, why parents seek help for their child also outside the school and establish statistically significant correlations between the variables. We also wanted to know, to what extent parents seek psychosocial support for themselves. With the help of an anonymous survey questionnaire, we performed a quantitative research, in which we included 236 parents of children, included in the adapted educational programme with additional professional assistance. We found that parents are satisfied with the cooperation with school professionals as well as with the effectiveness of the additional professional support in the school. Despite this, almost a third of children are receiving extracurricular learning support, a quarter of children psychological and psychotherapeutical support and a minor part of parents also choses additional forms of support. We found statistically important correlations between the type of extracurricular assistance and different special needs. Parents state different reasons for their decision for extracurricular treatments, where the desire for additional support for the child in addition to the existing one in the school stands out. More than half of the parents report about good cooperation between parents, professional workers of the school and performers of extracurricular support. In terms of extracurricular treatments, parents report about some obstacles, they particularly point out excessive prices, too long waiting times and poor access to treatments. The constant and daily care for the child’s success and development can also stress out the parents. It is not negligible that 17% of parents seeks psychosocial support for themselves. The results of the research will contribute to the understanding of distress of families and provide professional school workers with the possibility to establish a better dialogue with parents.
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: IX, 99 str.
ID: 12604839