Prehod mladostnikov s primankljaji na posameznih področjih učenja iz osnovne v srednjo šolo

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[S. Brodnjak]
UDK:	376.1(043.2)
COBISS:	9302601
Št. ogledov:	786
Št. prenosov:	92
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Transition from primary to secondary school for students with specific learning disabilities
Sekundarni povzetek:	Transition from elementary school to secondary school is an important milestone for every adolescent, especially for students with special needs. For successful transition from one educational level to another, these adolescents need support and cooperation of teachers, counsellors, parents and management on both levels. Therefore, in the theoretical part of the thesis, I focused foremost on educational transitions up to the secondary school. I have examined the process and characteristics of each transition to a higher level of education, risk factors and reasons for them, the most frequent problems connected with the transition, how pupils and students deal with them, especially those which are officially recognised to have special needs due to deficits on certain areas of learning. I have tried to find as many strategies as possible for overcoming the obstacles that arise at the transition, both for general population of pupils and for pupils with special needs. Every group of students reacts differently to educational transition; therefore I decided to examine how students of the first year of secondary school did react to the transition. Therefore I have distributed interviews to 12 secondary school students with deficits in certain areas of learning and 12 secondary school students that do not have any recognized learning disabilities. I have conducted the research in the area of Podravje region with students that go to vocational schools, because I have predicted to obtain a larger sample of students with special needs. With the questionnaire I have tried to establish whether students in Slovene secondary schools have same issues with the transition from primary to secondary school (decline in achievement levels, inappropriate and violent behaviour, drop out, anxiety, etc.) as elsewhere. I was especially interested in the means of coping with the transitional problems in the area of performance, overcoming of fears caused by the transition, integration into the class, which group of students struggles harder with the consequences of the problems caused by transition to secondary school. The research has shown that there are not any statistically relevant differences in struggling with the problems caused by the transition, except in the area of integration into the class, where 8 students with deficits in certain areas of learning needed help; not one of the students without learning disabilities did not need or seek help for better integration into the class.
Sekundarne ključne besede:	backward child;transition from primary to lower secondary school;achievement gain;otrok s posebnimi potrebami;prehod iz osnovne v srednjo šolo;šolska uspešnost;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	114 f.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Transition from primary to secondary school for students with specific learning disabilities
Ključne besede (ePrints):	izobraževalni prehodi
Ključne besede (ePrints, sekundarni jezik):	educational transitions
Povzetek (ePrints):	Prehod iz osnovne v srednjo šolo predstavlja za vsakega mladostnika pomemben dogodek v njegovem življenju, še posebej za dijake s posebnimi potrebami. Da lahko ti mladostniki uspešno preidejo iz ene izobraževalne ravni v drugo, je potrebna podpora in sodelovanje učiteljev, svetovalcev, staršev in vodstva obeh ravni. V teoretičnem delu diplomskega dela sem se zato osredotočila predvsem na izobraževalne prehode do srednje šole. Podrobneje sem si pogledala, kako poteka in kaj je značilno za posamezen prehod na višjo raven izobraževanja, kateri so rizični dejavniki prehoda in zakaj, katere so najpogostejše težave, povezane s prehodom, in kako se s temi težavami spopadajo učenci in dijaki, še posebej tisti z odločbami o usmerjanju otrok s posebnimi potrebami, ki so jo pridobili zaradi primanjkljajev na posameznih področjih učenja. Poskušala sem poiskati čim več strategij, ki so uporabne pri premagovanju ovir prehoda za splošno populacijo učencev in posebej za učence s posebnimi potrebami. Ker se vsaka skupina učencev na izobraževalni prehod odzove drugače, me je zanimalo, kako so se na prehod v srednjo šolo odzvali dijaki prvih letnikov. V ta namen sem razdelila anketne vprašalnike 12 dijakom s primanjkljaji na posameznih področjih učenja in 12 dijakom, ki nimajo odločbe o usmerjanju otrok posebnimi potrebami. Raziskavo sem izvedla na področju Podravja na dijakih, ki obiskujejo srednje poklicne šole, saj sem predvidevala, da bom tako dobila večji vzorec dijakov s posebnimi potrebami. Z anketnim vprašalnikom sem poskušala ugotoviti, ali v slovenskih šolah dijaki občutijo enake težave, povezane s prehodom v srednjo šolo (upad učne uspešnosti, neprimerno in nasilno vedenje, osip, anksiozna stanja itd.), kot drugod. Predvsem me je zanimalo, kako so se s težavami prehoda spopadli na področju učne uspešnosti, premagovanja strahov prehoda in vključevanja v razred in katera skupina dijakov v večji meri občuti posledice težav, povezanih s prehodom v srednjo šolo. Raziskava je pokazala, da med obema skupinama dijakov ni statistično pomembnih razlik v spopadanju s težavami prehoda, razen za pomoč pri vključevanju v razred, kjer je kar 8 dijakov s primanjkljaji na posameznih področjih učenja potrebovalo pomoč, med dijaki brez odločb o usmerjanju pa se ni našel niti eden, ki bi za boljšo vključitev v razred potreboval oziroma poiskal pomoč.
Povzetek (ePrints, sekundarni jezik):	Transition from elementary school to secondary school is an important milestone for every adolescent, especially for students with special needs. For successful transition from one educational level to another, these adolescents need support and cooperation of teachers, counsellors, parents and management on both levels. Therefore, in the theoretical part of the thesis, I focused foremost on educational transitions up to the secondary school. I have examined the process and characteristics of each transition to a higher level of education, risk factors and reasons for them, the most frequent problems connected with the transition, how pupils and students deal with them, especially those which are officially recognised to have special needs due to deficits on certain areas of learning. I have tried to find as many strategies as possible for overcoming the obstacles that arise at the transition, both for general population of pupils and for pupils with special needs. Every group of students reacts differently to educational transition; therefore I decided to examine how students of the first year of secondary school did react to the transition. Therefore I have distributed interviews to 12 secondary school students with deficits in certain areas of learning and 12 secondary school students that do not have any recognized learning disabilities. I have conducted the research in the area of Podravje region with students that go to vocational schools, because I have predicted to obtain a larger sample of students with special needs. With the questionnaire I have tried to establish whether students in Slovene secondary schools have same issues with the transition from primary to secondary school (decline in achievement levels, inappropriate and violent behaviour, drop out, anxiety, etc.) as elsewhere. I was especially interested in the means of coping with the transitional problems in the area of performance, overcoming of fears caused by the transition, integration into the class, which group of students struggles harder with the consequences of the problems caused by transition to secondary school. The research has shown that there are not any statistically relevant differences in struggling with the problems caused by the transition, except in the area of integration into the class, where 8 students with deficits in certain areas of learning needed help; not one of the students without learning disabilities did not need or seek help for better integration into the class.
Ključne besede (ePrints, sekundarni jezik):	educational transitions
ID:	8310538