Individualizirano programiranje za učence s posebnimi potrebami na rednih osnovnih šolah

Povzetek

Ključne besede

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Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[V. Pavlič Rebec]
UDK:	376.1(043.2)
COBISS:	9465161
Št. ogledov:	789
Št. prenosov:	213
Ocena:	0 (0 glasov)
Metapodatki:

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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Individualized educational programming for children with special needs in elementary schools
Sekundarni povzetek:	The thesis deals with individualized educational programming for children with special needs attending elementary schools. The aim of the thesis is to determine whether there are differences in the implementation of individualized programmes due to differences in staff conditions in regular elementary schools. In addition, I was interested in the process of the formation of the global assessment of the child's environment and the functioning of the child, which is an important basis for the planning of all activities and adaptations in the context of individualised programme. For the purpose of research, I used two small, random samples of twenty individualized programs, written for students with special needs who attend regular primary school. The theoretical part of the thesis deals with the legislation in the area of placement of children with special needs, developing individualized educational programs and guidelines for developing individualized educational programs for children with special needs in elementary schools. The empirical part of the thesis represents findings established from results of a questionnaire and an analysis of individualized educational programs that was made with the criteria prepared for evaluation of each phase of individualized educational programming process; gathering information, setting the direction and planning, implementation, reviewing and evaluation. The analysis includes individualized educational programs which were prepared by expert groups with a special education teacher as a member and individualized educational programs prepared by expert teams without a special education teacher as a member. On the basis of professional literature and the results of the analysis of individualized programmes and questionnaires I found that there are differences between the individualized educational programs; individualized educational programs developed by expert groups with special education teachers are more complete. The expert groups with special education teachers are more effective in creating a global assessment of the child's environment and the functioning of the child, the establishment of measurable objectives and planning work, the ongoing evaluation of the progress made and the final evaluation of the adequacy of the programme. Records in the individualized programs and the questionnaires suggest similar problems occurring in the exercise of teamwork and obtaining information about the child's environment and the functioning of the child. The findings are summarized in the concluding part of the thesis. Key words: individualized educational program, children with special needs, legal rules, expert groups, elementary schools.
Sekundarne ključne besede:	backward child;individualization;primary school;otrok s posebnimi potrebami;individualizacija;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	80 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Individualized educational programming for children with special needs in elementary schools
Ključne besede (ePrints):	individualizirani program
Ključne besede (ePrints, sekundarni jezik):	individualized educational program
Povzetek (ePrints):	V diplomskem delu predstavljam tematiko individualiziranega programiranja za učence s posebnimi potrebami, ki obiskujejo redno osnovno šolo. Cilj diplomskega dela je ugotoviti, ali zaradi razlik v kadrovskih pogojih dela na rednih osnovnih šolah prihaja do razlik v uresničevanju individualiziranih programov. Poleg tega me je zanimal proces nastajanja globalne ocene otrokovega okolja in funkcioniranja otroka, kar je pomemben temelj za načrtovanje prilagoditev in aktivnosti v okviru individualiziranega programa. Za namen raziskave sem uporabil dva mala naključna vzorca dvajsetih individualiziranih programov, napisanih za učence s posebnimi potrebami, ki obiskujejo redno osnovno šolo. Teoretični del diplomske naloge zajema zakonodajo na področju postopka usmerjanja učencev s posebnimi potrebami in oblikovanja individualiziranih programov na rednih osnovnih šolah. V empiričnem delu diplomske naloge so predstavljene ugotovitve, pridobljene s pomočjo vprašalnika o pridobivanju informacij o učencu in njegovem okolju ter analiza individualiziranih programov, narejena na podlagi kriterijev za ocenjevanje posameznih faz individualiziranega programiranja; zbiranja informacij, načrtovanja, izvajanja, evalvacije. V analizo so vključeni individualizirani programi, ki so jih oblikovale strokovne skupine s specialnim in rehabilitacijskim pedagogom ter individualizirani programi, ki so jih oblikovale strokovne skupine brez specialnega in rehabilitacijskega pedagoga. Na podlagi strokovne literature in rezultatov analize individualiziranih programov ter vprašalnikov sem ugotovil, da med individualiziranimi programi obstajajo razlike; tisti, ki so jih oblikovale strokovne skupine s specialnim in rehabilitacijskim pedagogom, so bolj popolni. Strokovne skupine, v katerih sodelujejo specialni in rehabilitacijski pedagogi, so pri individualiziranem programiranju učinkovitejše pri zapisu globalne ocene otrokovega okolja in funkcioniranja otroka, oblikovanju merljivih ciljev in načrtovanju dela, sprotnem vrednotenju napredka in končni evalvaciji ustreznosti programa. Zapisi v individualiziranih programih in vprašalnikih pa kaţejo na podobne probleme, ki se pojavljajo pri uresničevanju timskega dela in pridobivanju informacij o otrokovem okolju in funkcioniranju otroka. Ugotovitve so povzete v sklepnem delu diplomske naloge. Ključne besede: individualizirani program, otroci s posebnimi potrebami, zakonske zahteve, strokovne skupine, redne osnovne šole.
Povzetek (ePrints, sekundarni jezik):	The thesis deals with individualized educational programming for children with special needs attending elementary schools. The aim of the thesis is to determine whether there are differences in the implementation of individualized programmes due to differences in staff conditions in regular elementary schools. In addition, I was interested in the process of the formation of the global assessment of the child's environment and the functioning of the child, which is an important basis for the planning of all activities and adaptations in the context of individualised programme. For the purpose of research, I used two small, random samples of twenty individualized programs, written for students with special needs who attend regular primary school. The theoretical part of the thesis deals with the legislation in the area of placement of children with special needs, developing individualized educational programs and guidelines for developing individualized educational programs for children with special needs in elementary schools. The empirical part of the thesis represents findings established from results of a questionnaire and an analysis of individualized educational programs that was made with the criteria prepared for evaluation of each phase of individualized educational programming process; gathering information, setting the direction and planning, implementation, reviewing and evaluation. The analysis includes individualized educational programs which were prepared by expert groups with a special education teacher as a member and individualized educational programs prepared by expert teams without a special education teacher as a member. On the basis of professional literature and the results of the analysis of individualized programmes and questionnaires I found that there are differences between the individualized educational programs; individualized educational programs developed by expert groups with special education teachers are more complete. The expert groups with special education teachers are more effective in creating a global assessment of the child's environment and the functioning of the child, the establishment of measurable objectives and planning work, the ongoing evaluation of the progress made and the final evaluation of the adequacy of the programme. Records in the individualized programs and the questionnaires suggest similar problems occurring in the exercise of teamwork and obtaining information about the child's environment and the functioning of the child. The findings are summarized in the concluding part of the thesis. Key words: individualized educational program, children with special needs, legal rules, expert groups, elementary schools.
Ključne besede (ePrints, sekundarni jezik):	individualized educational program
ID:	8310922