magistrsko delo
Diana Drobnič (Avtor), Helena Smrtnik Vitulić (Mentor), Polona Gradišek (Komentor)

Povzetek

Večina otrok s posebnimi potrebami (OPP) je še pred desetletjem obiskovala posebne šole, danes pa se OPP večinoma šolajo v rednih osnovnih šolah. Takšen način šolanja je za učitelje zahteven, saj je poučevanje potrebno prilagoditi vsem posebnostim otrok. V magistrskem delu so nas zanimala stališča učiteljev razrednega pouka do vključevanja OPP v redne osnovne šole, in strahovi, s katerimi se učitelji pri tem vključevanju srečujejo. Podrobneje smo želeli ugotoviti, ali se učiteljeva stališča o vključevanju OPP v redne osnovne šole in strahovi, povezani z omenjenim vključevanjem, razlikujejo glede na faze profesionalnega razvoja, v katerih se učitelji nahajajo. V raziskavo je bilo vključenih 126 učiteljev razrednega pouka, ki so poučevali v prvem in drugem vzgojno-izobraževalnem obdobju v različnih osnovnih šolah po Sloveniji. Podatke smo zbrali z vprašalnikom, ki smo ga prilagodili po že oblikovanem vprašalniku za ugotavljanje stališč in strahov učiteljev na področju vključevanja skupin OPP v osnovne šole (Kokić, 2018). S petimi učitelji razrednega pouka, ki so bili v različnih fazah profesionalnega razvoja, smo izvedli tudi polstrukturirane intervjuje, v katerih smo jih spraševali o poznavanju skupin OPP in načinih dela z njimi, o dejavnikih, ki ovirajo vključevanje OPP v redno osnovno šolo, ter o njihovih izkušnjah in strahovih pri delu z OPP. Analiza rezultatov vprašalnikov in intervjujev je pokazala, da se učitelji najmanj strinjajo z vključenostjo otrok z motnjami v duševnem razvoju v redne osnovne šole, najbolj pa se strinjajo z vključenostjo dolgotrajno bolnih otrok v redne osnovne šole. Učitelji se čutijo najmanj strokovno usposobljene za delo z otroki z motnjami v duševnem razvoju, najbolj pa za delo z otroki s primanjkljaji na posameznih področjih učenja. Učitelji so navedli, da razmeroma pogosto prilagajajo posamezne načine poučevanja OPP, npr. tako, da otrokom omogočijo podaljšan čas za delo. Dve tretjini učiteljev sta navedli, da se pri vključevanju OPP v razred soočajo z različnimi težavami, kot so pomanjkanje zadostne podpore, nepoznavanje značilnosti posameznih skupin OPP in načinov dela z njimi ter nesodelovanje staršev pri delu z OPP. Rezultati so pokazali, da je učitelje dokaj strah dela z OPP, med vsemi skupinami OPP pa jih je najbolj strah dela z otroki z motnjami v duševnem razvoju, najmanj pa dela z otroki s primanjkljaji na posameznih področjih učenja. Učitelji, ki se nahajajo v različnih fazah profesionalnega razvoja, se nekoliko razlikujejo v stališčih do vključevanja OPP v redne osnovne šole in v strahovih, ki jih pri delu z OPP doživljajo. Na primer učitelji, ki so bili v 2. fazi profesionalnega razvoja, so imeli v primerjavi z učitelji v preostalih fazah profesionalnega razvoja najbolj pozitivna stališča do vključevanja otrok z motnjami v duševnem razvoju v redne osnovne šole. Nekatere razlike med učitelji v različnih fazah profesionalnega razvoja so se pokazale tudi pri samooceni strokovne usposobljenosti za delo z otroki z govorno-jezikovnimi motnjami, pri dveh načinih prilagajanja dela z OPP (podaljšan čas za delo in uporaba alternativnih metod poučevanja), pri doživljanju strahu pri delu z otroki z avtističnimi motnjami in v primeru, da bi učiteljevo delo z OPP natančneje spremljal tudi ravnatelj. Z raziskavo smo ugotovili, da so stališča in strahovi učiteljev razrednega pouka do vključevanja OPP v redne osnovne šole povezani s posamezno skupino OPP. Njihova stališča in strahovi do posameznih skupin OPP so odvisni predvsem od osebnostnih značilnosti učiteljev, njihovih izkušenj in strokovne usposobljenosti za delo z OPP. Prav zaradi tega je za učitelje pomembno, da imajo ustrezno oblikovana stališča do OPP pa tudi dovolj znanj in spretnosti, da lahko kakovostno delajo z njimi.

Ključne besede

inkluzija;učitelji razrednega pouka;profesionalni razvoj;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [D. Drobnič]
UDK: 373.3-056:331.108.4(043.2)
COBISS: 70908163 Povezava se bo odprla v novem oknu
Št. ogledov: 125
Št. prenosov: 15
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: Primary teachers' attitudes and fears about inclusion of children with special needs into primary school related to professional development stages
Sekundarni povzetek: A decade ago, most children with special needs (Slovenian: OPP) attended special schools, but today OPP are mostly attending regular primary schools. This way of schooling is demanding for teachers, as teaching needs to be adapted to all the specifics of children. The purpose of the master's thesis was to examine the attitudes of primary school teachers towards the inclusion of OPP in regular primary schools, and the fears that teachers face in this inclusion. We wanted to study in more detail whether teachers' views on the inclusion of OPP in regular primary schools and the fears associated with this inclusion differ according to the stages of teachers’ professional development. The study included 126 primary school teachers who taught in the first and second educational period in various primary schools in Slovenia. Data was collected via a questionnaire which was adapted from the already developed questionnaire for determining the attitudes and fears of teachers in the field of inclusion of OPP groups in primary schools (Kokić, 2018). We also conducted semi-structured interviews with five primary school teachers at different stages of professional development, in which we asked them about their knowledge of OPP groups and ways of working with OPP, about the factors that hinder the integration of OPP into regular primary school, and the teachers’ experiences and fears in working with the OPP. The analysis of the results of the questionnaires and interviews showed that teachers agree the least with the inclusion of children with intellectual disabilities in regular primary schools, and agree most with the inclusion of children with a cronic illness in regular primary schools. Teachers feel the least professionally qualified to work with children with intellectual disabilities, and the most professionally qualified to work with children with disabilities in individual areas of learning. Teachers stated that they adapt individual ways of teaching OPP relatively often, e.g., giving children extended time for school tasks. Two thirds of teachers stated that they face various difficulties in integrating OPP into the class, such as lack of sufficient support, poor knowledge of the characteristics of individual OPP groups and ways of working with them, and non-participation of parents in working with OPP. The results showed that teachers are quite afraid of working with OPP, and among all OPP groups, they are most afraid of working with children with intellectual disabilities, and the least afraid of working with children with disabilities in individual areas of learning. The attitudes towards the inclusion of OPP in regular primary schools, as well as the fears the teachers experience when working with OPP, differ slightly for teachers who are at different stages of professional development. For example, compared to teachers in other stages of professional development, the teachers who were in the second phase of professional development had the most positive attitude towards the inclusion of children with intellectual disabilities in regular primary schools. Some differences between teachers in different stages of professional development were also visible in the self-assessment of professional competence to work with children with speech and language disorders, in two ways of adapting work with OPP (extended time for school tasks and use of alternative teaching methods), in experiencing fear in working with children with autistic disorders and in the event that the teacher's work with the OPP would be more closely monitored by the principal. The research found that the attitudes and fears of primary school teachers towards the inclusion of OPP in regular primary schools are related to an individual group of OPP. Their attitudes and fears towards individual groups of OPP depend mainly on the personal characteristics of teachers, their experience and professional competence to work with OPP. That is why it is important for teachers to have properly formed attitudes towards the OPP, as well as enough knowledge and skills to be able to do quality work with them.
Sekundarne ključne besede: teacher;backward child;primary school;učitelj;otrok s posebnimi potrebami;osnovna šola;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Strani: 88 str.
ID: 13160114