Sodelovanje med starši otrok s posebnimi vzgojno-izobraževalnimi potrebami in specialnimi pedagogi na osnovni šoli

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[K. Bučar]
UDK:	376.1-056.47(043.2)
COBISS:	9274953
Št. ogledov:	1040
Št. prenosov:	181
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Cooperation between parents of children with special educational needs and special educators at the primary school
Sekundarni povzetek:	Parents and special educators in the context of providing support to the child, who is oriented into the educational program with special performance, work together. Parents enter in the circle of aid as those who know the child and his special needs, and special educators as professionals with specific knowledge about how we can help children build their strong sides and overcome problems that arise. The role of parents in the overall treatment of their child is crucial, because parents know the child best and are a source of information that contributes to effective help. There is an increasing number of those who want to be part of the support the child and are willing to learn. Practitioners are those who can encourage this cooperation and make it more efficient. Both parents and special educators are aware that effective interaction leads to the progress of a child with special needs. But we have to stress the fact that all entering into cooperation with each other are primarily people with different opinions and past experiences, which can lead to situations where cooperation is less effective. On the other hand all possible obstacles that occur during the participation every one of us gets encouraged to become more professional and gains personal growth. With the research I wanted to find out how parents of children with special educational needs and special educators at the primary school experience mutual cooperation. I was mainly interested the opinion of parents and special educators on the course of mutual cooperation and what difficulties do they face. Parents and special educators believe that their cooperation affects mainly the progress of the child with special educational needs. In cooperation with each other they see many advantages because they can exchange important information about the child and his functioning, use the same strategy work at school and at home, and increase mutual trust. The most commonly they meet at PTA meetings and at team meetings to prepare and evaluate an individualized programme.
Sekundarne ključne besede:	backward child;parent-teacher relation;primary school;otrok s posebnimi potrebami;odnos med starši in učiteljem;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	VI, 98 str., [6] str. pril.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Cooperation between parents of children with special educational needs and special educators at the primary school
Ključne besede (ePrints):	inkluzija
Ključne besede (ePrints, sekundarni jezik):	inclusion
Povzetek (ePrints):	Starši in specialni pedagogi v okviru nudenja pomoči otroku, ki je usmerjen v izobraževalni program s prilagojenim izvajanjem, med seboj sodelujejo. Starši v krog pomoči vstopajo kot poznavalci otroka in njegovih posebnih potreb, specialni pedagogi pa kot strokovnjaki s specifičnimi vedenji o tem, kako lahko otroku pomagajo nadgraditi močna področja in premostiti težave, ki se pojavljajo. Vloga staršev pri celostni obravnavi otroka je ključna, saj starši otroka najbolje poznajo in so vir informacij, ki pripomorejo k učinkoviti pomoči. Vedno več je takih, ki želijo biti del pomoči otroku in so se pripravljeni učiti. Strokovni delavci so tisti, ki lahko to sodelovanje spodbudijo in ga naredijo učinkovitejše. Tako starši kot specialni pedagogi se zavedajo, da učinkovito medsebojno sodelovanje pripelje do napredka otroka s posebnimi potrebami. Poudariti pa je treba dejstvo, da so vsi, ki vstopajo v medsebojno sodelovanje, v prvi vrsti ljudje z različnimi mnenji in preteklimi izkušnjami, kar lahko privede do situacij, ko je sodelovanje manj učinkovito. Vse morebitne ovire, ki se pojavijo med sodelovanjem, pa vsakogar od nas spodbujajo k večji profesionalnosti in osebnostni rasti. Z raziskavo sem želela ugotoviti, kako starši otrok s posebnimi vzgojno-izobraževalnimi potrebami in specialni pedagogi na osnovni šoli doživljajo medsebojno sodelovanje. Zanimalo me je predvsem, kakšna mnenja imajo starši in specialni pedagogi o poteku medsebojnega sodelovanja in s kakšnimi težavami se pri tem srečujejo. Starši in specialni pedagogi so mnenja, da njihovo medsebojno sodelovanje vpliva predvsem na napredek otroka s posebnimi vzgojno-izobraževalnimi potrebami. V medsebojnem sodelovanju vidijo veliko prednosti, saj si lahko med seboj izmenjujejo pomembne informacije o funkcioniranju otroka, uporabljajo enake strategije dela v šoli in doma ter povečujejo medsebojno zaupanje. Najpogosteje se med seboj srečujejo na govorilnih urah in na timskih sestankih za pripravo in evalvacijo individualiziranega programa.
Povzetek (ePrints, sekundarni jezik):	Parents and special educators in the context of providing support to the child, who is oriented into the educational program with special performance, work together. Parents enter in the circle of aid as those who know the child and his special needs, and special educators as professionals with specific knowledge about how we can help children build their strong sides and overcome problems that arise. The role of parents in the overall treatment of their child is crucial, because parents know the child best and are a source of information that contributes to effective help. There is an increasing number of those who want to be part of the support the child and are willing to learn. Practitioners are those who can encourage this cooperation and make it more efficient. Both parents and special educators are aware that effective interaction leads to the progress of a child with special needs. But we have to stress the fact that all entering into cooperation with each other are primarily people with different opinions and past experiences, which can lead to situations where cooperation is less effective. On the other hand all possible obstacles that occur during the participation every one of us gets encouraged to become more professional and gains personal growth. With the research I wanted to find out how parents of children with special educational needs and special educators at the primary school experience mutual cooperation. I was mainly interested the opinion of parents and special educators on the course of mutual cooperation and what difficulties do they face. Parents and special educators believe that their cooperation affects mainly the progress of the child with special educational needs. In cooperation with each other they see many advantages because they can exchange important information about the child and his functioning, use the same strategy work at school and at home, and increase mutual trust. The most commonly they meet at PTA meetings and at team meetings to prepare and evaluate an individualized programme.
Ključne besede (ePrints, sekundarni jezik):	inclusion
ID:	8310408