magistrsko delo
Rebeka Šnofl (Avtor), Gregor Torkar (Mentor), Mojca Vrhovski Mohorič (Komentor)

Povzetek

Po vzoru iz tujine se je tudi v Sloveniji začela uveljavljati gozdna pedagogika. Aktivno uporabo slednje v procesu vzgoje in izobraževanja nekatere šole in vrtci v Sloveniji pokažejo z vključitvijo v Mrežo gozdnih vrtcev in šol Slovenije, v katero so vključene tudi nekatere osnovne šole s prilagojenim programom (v nadaljevanju OŠ s PP). Iz tega sledi, da tudi specialni in rehabilitacijski pedagogi gozdno pedagogiko občasno uporabljajo pri poučevanju otrok s posebnimi potrebami v OŠ s PP. Glavni cilj kvalitativne raziskave je bil pridobiti vpogled v mnenja specialnih in rehabilitacijskih pedagogov, ki poučujejo v programu osnovne šole s prilagojenim izobraževalnim programom vzgoje in izobraževanja z nižjim izobrazbenim standardom (v nadaljevanju OŠ s PP z NIS) in v posebnih programih vzgoje in izobraževanja (v nadaljevanju PP VI), o izvajanju gozdne pedagogike. V raziskavi je sodelovalo dvanajst specialnih in rehabilitacijskih pedagoginj (intervjuvank), ki z aktivnim vključevanjem gozdne pedagogike poučujejo na eni izmed OŠ s PP, ki so vključene v Mrežo gozdnih vrtcev in šol Slovenije ali so sodelovale v mednarodnem projektu Narava spodbuja razvoj in učenje otrok s posebnimi potrebami. Skozi izvedbo polstrukturiranih intervjujev sem pridobila informacije o načinih vključevanja gozdne pedagogike v OŠ s PP ter o tem, kako specialni in rehabilitacijski pedagogi ocenjujejo vzgojno izobraževalne učinke takega pouka na različne skupine otrok s posebnimi potrebami. Intervjuvanke gozdno pedagogiko vključujejo v poučevanje na prostem in tudi v delo v razredu. Načini vključevanja se razlikujejo glede na posameznikovo samoiniciativo, iznajdljivost, ustvarjalnost in drznost. Gozdno pedagogiko s temeljem na poučevanju na prostem intervjuvanke v proces vzgoje in izobraževanja vključujejo v največji možni meri, saj zaznavajo pozitivne učinke na celotni razvoj otrok z motnjo v duševnem razvoju (v nadaljevanju MDR) ne glede na vrsto pridružene motnje. Na poti uresničevanja uporabe elementov gozdne pedagogike v OŠ s PP se neprenehoma srečujejo z ovirami, ki temeljijo predvsem na področju načrtovanja in organizacije v povezavi z učnim načrtom ter zakonodajnimi predpisi. Kljub soočanju z ovirami in posebno skrbjo glede na pridružene motnje otrok z MDR intervjuvanke v poučevanje na prostem investirajo veliko lastne energije, saj glede na njihove izkušnje poučevanje na prostem otrokom z MDR v sopojavnosti z drugimi motnjami prinaša napredek na motoričnem, socialnem, čustvenem in izobraževalnem področju.

Ključne besede

mnenja specialnih in rehabilitacijskih pedagogov;otroci s posebnimi potrebami;specialnopedagoško delo;učenje na prostem;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [R. Šnofl]
UDK: 376:630(043.2)
COBISS: 180925699 Povezava se bo odprla v novem oknu
Št. ogledov: 20
Št. prenosov: 5
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: Forest pedagogy in special education in primary schools with an adapted programme
Sekundarni povzetek: Following the example from abroad, Slovenia too has started introducing forest pedagogy. Some schools and kindergartens in Slovenia show their active use of forest pedagogy in the educational process by joining the Slovenian network of forest kindergartens and schools. Some Primary Schools (later PS) with Adapted Programme (later AP) are also a part of the network. Therefore, we can establish that special education teachers also occasionally use forest pedagogy when teaching children with special needs in PS with AP. The main objective of the qualitative research was to gain insight into opinions of special education teachers who teach in Schools with Adapted Programme with Lower Educational Standard (later SAP with LES) and in Special Educational Programmes (later SEP) about forest pedagogy. The research was conducted among 12 special education teachers (interviewees), who are a part of The Slovenian network of forest kindergartens and schools or participated in the international project Nature encourages development and learning of children with special needs. Through semi-structured interviews we gained information on different ways of including forest pedagogy into PS with AP and on the special education teachers’ evaluation of educational impacts of such learning on different groups of children with special needs. The interviewed teachers include forest pedagogy in outdoor teaching as well as in their classroom work. The ways of including it differ based on the individual’s self-initiative, resourcefulness, creativity and boldness. The teachers use forest pedagogy based on outdoor learning in their work as much as possible, because they see its positive impact on the wholesome development of children with Intellectual Disability (later ID) regardless of the joined disability. On their path of actualising elements of forest pedagogy in PS with AP, they constantly face obstacles based on planning and organising in connection to curriculum and legislation. Despite the problems and particular concern regarding joined disabilities of children with ID, the teachers invest a lot of their own energy and work, because they have learnt from experience that teaching in nature brings progress in motor, social, emotional development as well as in the field of education for children with ID and other joined disabilities.
Sekundarne ključne besede: opinions of special education teachers;children with special needs;special education;outdoor learning;Gozdna pedagogika;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Strani: 1 spletni vir (1 datoteka PDF (158 str.))
ID: 22356510