magistrsko delo
Darja Hristovski (Avtor), Erna Žgur (Mentor)

Povzetek

Otroci s posebnimi potrebami so raznolika skupina. Mednje spadajo tudi otroci z govorno-jezikovnimi motnjami, otroci z motnjami v duševnem razvoju ter otroci z avtističnimi motnjami. Omenjene motnje povzročajo številne težave na otrokovem gibalnem, govorno-jezikovnem, socialnem in intelektualnem področju, kar vpliva tudi na družinsko dinamiko. Sprejemanje otroka s posebnimi potrebami in njegove diagnoze je za starše težak in dolgotrajen proces soočanja z lastnimi čustvi oziroma občutki, kot so krivda, nemoč, zaskrbljenost, jeza in še mnoga druga. Vključuje tudi pridobivanje informacij, dosledno delo in iskanje ustreznih strategij pomoči. Starši svoja pričakovanja, naravnana na podobo o "normalnem" otroku, nenehno prilagajajo njegovim posebnostim, pri čemer jim morebitno nerazumevanje in pritiski okolice njihovo poslanstvo še dodatno otežujejo. Pri tem je nujno kvalitetno sodelovanje s strokovnjaki, ki ga je moč uresničevati znotraj partnerskega modela sodelovanja. Magistrsko delo se osredotoča na materino osebno izkušnjo soočanja, doživljanja hčerinih težav na področju govorno-jezikovnega, gibalnega, socialnega, intelektualnega razvoja ter lastne vključenosti v proces hčerinega opolnomočenja. Materino izkušnjo v obliki zapisov prepletamo s strokovnimi mnenji in izvidi hčere. Nadgradnjo raziskave predstavlja uporabljena kvalitativna metoda raziskovanja, ki vključuje kvalitativno obdelavo osebne dokumentacije otroka ter delno strukturiranih intervjujev učiteljic od 1. do 3. razreda. Pri hčeri so se težave od rojstva dalje kazale predvsem na gibalnem področju. Zaradi izrazitih motenj mišičnega tonusa, prevzdraženosti ter počasnejšega in atipičnega gibalnega razvoja je imela redno nevrofizioterapijo. Zaradi težav, ki so se od 2. leta dalje pojavile na vseh omenjenih področjih, je bila hči opredeljena kot otrok z zmernimi govorno-jezikovnimi motnjami. Podan je bil tudi sum na motnjo avtističnega spektra. Kasneje je bila opredeljena še kot otrok z lažjo motnjo v duševnem razvoju. Medtem ko v predšolskem obdobju kljub dodatni strokovni pomoči in doslednemu delu ni bilo bistvenega napredka, se je ta začel intenzivneje kazati v 2. razredu osnovne šole. Kot zelo pomembna se je izkazala vsakodnevna komunikacija med starši in učitelji, enakovreden in spoštljiv odnos, iskanje skupnih rešitev ter naraščajoča hčerina motivacija za delo in učenje. Podane so tudi konkretne strategije dela in pomoči v predšolskem in šolskem obdobju ter uporabljeno gradivo, didaktični material ter fotografije hčerinih izdelkov iz osebne dokumentacije matere. Študija primera ni podlaga za kakršnokoli posploševanje, lahko pa pripomore k razumevanju stisk staršev otrok s posebnimi potrebami, razumevanju otrok ter pomena dela in pomoči v okviru otrokovih zmožnosti.

Ključne besede

otroci;materinstvo;matere z otroci s posebnimi potrebami;izkušnje;avtizem;področja razvoja;strategije pomoči;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [D. Hristovski Kandušer]
UDK: 376-056.34(043.2)
COBISS: 57225219 Povezava se bo odprla v novem oknu
Št. ogledov: 277
Št. prenosov: 31
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: Experience of a mother dealing with a child's special needs and assistance strategies
Sekundarni povzetek: Children with special needs represent a very diverse group. Among them are children with oral-linguistic disorders, mental growth disorders and autistic disorders. All the previously mentioned disorders cause a number of problems regarding a child's motor control and in its oral-linguistic, social and intellectual fields, which affect the family dynamic. It is not easy for parents to accept a child with special needs and their diagnoses, as it is a hard and long-term process for the parents because they have to face their own feelings and emotions of guilt, helplessness, concern, anger and many others. It also includes gathering information, consistent work and searching for suitable help strategies. Parents constantly adjust their expectations, focused on the image of a »normal« child, to their child's particularities. Incomprehension and the pressure of the local society make their task even harder. It is necessary for parents to maintain quality cooperation with professionals while such cooperation can be achieved within the cooperative model of working together. This master's thesis is focusing on a mother's personal experience of dealing with her daughter's oral-linguistic, physical, social and intellectual development problems as well her personal involvement in the process of her daughter's empowerment. The mother's experience in the form of records is combined with underlying expert opinion and the daughter's diagnoses. The extended research represents the applied qualitative research method including an extensive processing of the child's personal file and partially structured interviews with 1st, 2nd and 3rd grade teachers. The daughter's main problems since birth have been particularly in the field of motor control. Due to distinct muscle tone disorder, overexcitement, slower and atypical physical development the daughter was regularly undergoing neuro-physiotherapy. Since the problems have gradually started to appear since her second birthday in all the previously mentioned fields, the daughter has been diagnosed as a child with moderate oral-linguistic disorders. A suspicion of autistic disorder was also suggested. Later, she was diagnosed as a child with mild mental disorder. While despite all the extra professional help and consistent work during pre-school period there was no essential improvement, progress started to appear more distinctly in the 2nd grade of elementary school. Daily communication between parents and teachers as well as equivalent and respectful relationship, searching for mutual solutions and the daughter’s increasing motivation for school work and knowledge proved to be quite important. Specific work and help strategies during pre-school and school period are demonstrated along with the material that was used, didactic tools, photographs of daughter’s drawings and work from her mother’s personal documentation. The case study is not the basis for any kind of generalization but it can help to understand the distress of parents who have children with special needs, it can also help to understand children as well as the importance of work and assistance within the scope of a child’s abilities.
Sekundarne ključne besede: mental handicap;backward child;motnje v duševnem razvoju;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: 106 str.
ID: 12692539