magistrsko delo
Martina Škrlec (Avtor), Simona Prosen (Mentor)

Povzetek

Čustva imajo v vsakdanjem življenju veliko vlogo. Usmerjajo naše mišljenje, vedenje, motivacijo in odločitve. Tudi v šolskem okolju je prisotnih veliko čustev, zato je za strokovne delavce pomembno, da se zavedajo pomena le - teh, jih poskušajo razumeti in sprejeti čustva učencev. V vzgojno - izobraževalne ustanove so vključeni tudi otroci z avtističnimi motnjami (v nadaljevanju AM), ki imajo specifične primanjkljaje na socialno-emocionalnem področju, zato je pomembno, da strokovni delavci poznajo njihove značilnosti, jih sprejemajo in jim pomagajo pri premagovanju težav, ki se pojavijo. V magistrskem delu smo analizirali, katera osnovna čustva se pojavljajo pri učencih z AM v prvih petih razredih prilagojenega programa z nižjim izobrazbenim standardom (v nadaljevanju PP z NIS) v času pouka in odmorov. Zanimalo nas je tudi, katere situacije sprožijo čustva, in ali je več sprožilnih situacij povezanih z osebami ali objekti. Prav tako pa smo se vprašali, ali učenci z AM s pomočjo slikovnega gradiva prepoznajo osnovna čustva, jih opišejo in opredelijo sprožilne situacije za doživljanje teh čustev ter ali vedo, katere strategije jim pomagajo pri uravnavanju intenzivnih, neprijetnih čustev. Za namen raziskave smo opravili opazovanje v naravnem okolju in polstrukturirane intervjuje. Opazovanje smo opravili s pomočjo opazovalne sheme Čustva učencev v razredu (Smrtnik Vitulić in Prosen, 2017). Obiskali smo pet različnih ustanov po Sloveniji in opazovali različne učence, vključene v prvih pet razredov PP z NIS. Iz začetnega vzorca smo izbrali učence, ki so bili diagnosticirani z AM ali so imeli diagnosticirane AM in še druge pridružene motnje. Intervju smo opravili s štirimi učenci z AM. Sestavili smo ga na podlagi naših raziskovalnih vprašanj in strokovnega gradiva. Rezultati naše raziskave so pokazali, da učenci z AM v šolskem prostoru doživljajo vsa osnovna čustva. Najpogosteje doživljajo veselje, sledijo jeza, strah in žalost. Veselje se je najpogosteje pojavilo ob zanimivem učnem materialu, pripomočku ali metodi. Jeza se je najpogosteje pojavila zaradi neizpolnjene želje učenca z AM. Strah se je najpogosteje pojavil zaradi pričakovanega neuspeha, žalost se je enako pogosto pojavila zaradi izgube pomembne stvari, zaradi slabših rezultatov v primerjavi s sošolci, zaradi graje učitelja in zaradi neizpolnjene želje. Veselje je pogosteje sprožil nek objekt. Jeza se je pojavila pogosteje zaradi druge osebe. Strah se je pogosteje pojavil zaradi objekta in žalost se je enako pogosto pojavila zaradi osebe in objekta. Učenci z AM so bili najbolj uspešni pri prepoznavanju in poimenovanju veselja na slikovnem gradivu in manj uspešni pri prepoznavanju neprijetnih čustev. Neverbalne znake, po katerih so prepoznali čustvo, so učenci opisovali zelo različno in samo eden je opisal neverbalne znake za vsa čustva. Trije učenci z AM so opisali sprožilne situacije za pojav vseh čustev na slikovnem gradivu, en je opisal eno situacijo. Pri opisovanju situacij, ki pri njih samih sprožijo čustva, so bili manj uspešni, saj je le en učenec opisal situacije za vsa osnovna čustva. Trije učenci so opredelili, da jim pomagata učiteljica ali mama ali se umirijo ob igri, kadar doživljajo intenzivna, neprijetna čustva. Dobljeni rezultati nam omogočajo boljši vpogled v čustvovanje učencev z AM in njihovo razumevanje le - teh. Z magistrskim delom smo specialno - pedagoški stroki v slovenskem prostoru doprinesli nova znanja na področju čustev skupine otrok s posebnimi potrebami in odprli nova vprašanja za nadaljnje raziskovanje.

Ključne besede

osnovna čustva;prijetna čustva;neprijetna čustva;avtistične motnje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Škrlec]
UDK: 616.896:159.942-056-057.874(043.2)
COBISS: 100601347 Povezava se bo odprla v novem oknu
Št. ogledov: 104
Št. prenosov: 9
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: Expression of basic emotions in primary students with Autism Spectrum Disorder
Sekundarni povzetek: Emotions play a significant role in everyday life. They guide our thinking, behaviour, motivation, and decisions. Since emotions are strongly present also in the school environment, it is crucial that professionals are aware of their importance, try to understand them and accept the students’ emotions. Children with autism spectrum disorder (hereinafter ASD) who have specific deficits in the socio-emotional aspects are also included in educational institutions, so it is important that professionals know their characteristics, accept them and help them overcome behavioural and emotional difficulties. In the master’s thesis, the analysis was made of the basic emotions that appear in students with ASD in the first five grades of the adapted program with a lower educational standard (hereinafter AP with LES) in class and during breaks. The author tried to determine which situations trigger emotions and whether these situations are more frequently related to persons or objects. Further research questions were whether students with ASD are able to recognize basic emotions with the help of pictorial material, describe them and identify trigger situations related to these emotions, and whether they know which strategies help them manage intense, unpleasant emotions. For the purpose of this research, observations in the natural environment and semi-structured interviews were conducted. The observations were performed with the help of the observation scheme Students’ emotions in the classroom (Smrtnik Vitulić and Prosen, 2017) and they included several students in the first five classes of AP with LES in five different institutions in Slovenia. From the initial sample, students who were diagnosed with ASD or with ASD and other associated disorders were selected. An interview based on the research questions and scientific literature was carried out with four students with ASD. The results of the research showed that students with ASD experience all the basic emotions in the school environment. Most often, they experience joy, followed by anger, fear and sadness. Joy was largely related to interesting learning material, aid, or method. Anger most often occurred because of an unfulfilled desire of a student with ASD, while fear usually appeared because of expectation of failure. Sadness was triggered in equal measure by the loss of an important object (e.g. toy), worse results than those of classmates, a teacher’s rebuke, and by an unfulfilled desire. Joy was more often caused by an object while anger occurred more often because of another person. Fear was more frequently experienced because of an object, and sadness appeared in equal amount because of a person or an object. Students with ASD were most successful in recognizing and naming joy on pictorial material and less successful in recognizing unpleasant emotions. The nonverbal cues by which they recognized the emotion were described very differently by the students and only one described the nonverbal cues for all the emotions. Three students with ASD described trigger situations for the emergence of all emotions on pictorial material, and one student described one situation. They were less successful in describing situations that trigger their own emotions, as only one student described situations for all basic emotions. Three students identified that when experiencing intense, uncomfortable emotions, a teacher or mother helps them or they calm down while playing. The obtained results offer a better insight into the emotions of students with ASD and their comprehension of these emotions. The master’s thesis provides special pedagogical profession in Slovenia with new knowledge about emotions of children with special needs and raises new questions for further research.
Sekundarne ključne besede: Čustva;Avtizem;Otroci s posebnimi potrebami;Vzgoja in izobraževanje oseb s posebnimi potrebami;Univerzitetna in visokošolska dela;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Specialna in rehabilitacijska pedagogika, Pos. raz. in uč. težave
Strani: 67 str.
ID: 14750667