Vloga spremljevalca gibalno oviranega otroka pri pouku naravoslovja, biologije in gospodinjstva

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[J. Polak]
UDK:	376.1(043.2)
COBISS:	9565001
Št. ogledov:	736
Št. prenosov:	191
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The role of an assistant of a physically impaired child at natural science, biology and home economics
Sekundarni povzetek:	Assisting a physically impaired child is becoming increasingly recognised way of inclusion of children with special needs to the school system. In this thesis, I am interested primarily in the role of an assistant of physically impaired child in the inclusion process as well as in his role in collaborating with other children, teachers, school professionals and parents. In addition, my goal is to determine the necessary adjustments to learning environment to reach successful inclusion at biology, natural science and home economics classes. In the introduction of theoretical part, I describe how the school system is changing in favour of the inclusion of children with special needs. I continue with describing the physical impairment and in particular muscular dystrophy. A description of integration and inclusion is provided as well as the main differences between them. An emphasis is given to the importance of teaching teams in the inclusion process as well as on the tasks of the assistant in providing learning support and on the importance of natural science for educating the children with special needs. Finally, the theoretical part also describes the Slovenian legal framework defining the role of an assistant of physically impaired child. In the empirical part, I explore the tasks and the role of an assistant of physical impaired child that exist in practice. The research is based on a case study of the physically impaired child that I assisted for five years. I analyse the adjustments to the class’ learning environment at biology, home economics and natural science classes. A survey was performed on the child’s classmates and the teachers that taught them. Furthermore, the interview with the physical impaired child and the analysis of the class’ social structure is provided. Finally, the empirical part also provides my experience in the role of the assistant of physically impaired child. The teachers in the survey who taught the class, part of which was also the physically impaired child, are aware of the benefits of the assistant in the class in providing support to physically impaired child and his classmates. They are also aware of his educational influence on the child and the entire class, his impact on the written evaluation of physically impaired child as well as his impact on child’s self-esteem. The classmates of the physically impaired child participating in the survey are accepting him and he feels that way too. Some of the classmates are bothered by the assistant as a permanently present adult in the class. They also expressed the desire that the assistant should more often take their side in resolving classroom problems instead of the teachers’ side. Physically impaired child believes that it is good for him if he and the assistant are friends and not just “formal associates”. The class sociogram has shown that the physically impaired child is, as most children in the class, popular with some classmates and not with some others. He formed a closed clique with three of his classmates, among which two of them have been included in the additional learning support scheme. The main finding of this research is that the role of the assistant of physically impaired child is multi-layered and wider than providing just physical assistance. The tasks of the assistant must be clearly defined in advance. The assistant is not just a passive executor of tasks, but instead an active participant within the teaching team and he would benefit from having the appropriate qualifications and training. Biology, natural science and home economics classes have an important contribution in the inclusion of physically impaired child into the class, mainly due to the practical nature and specific methods of work (e.g. experiments, fieldwork and preparation of food). Inclusion is effective when the teacher, laboratory assistant, special education teacher and the assistant collaborate in a good and constructive manner. Training in natural science and learning to perform or assist the experiments is also welcomed for the assistant.
Sekundarne ključne besede:	physically handicapped;child;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Biotehniška fak., Biologija in gospodinjstvo
Strani:	X, 121 str., XXXIV str. pril.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	The role of an assistant of a physically impaired child at natural science, biology and home economics
Ključne besede (ePrints):	inkluzija
Ključne besede (ePrints, sekundarni jezik):	inclusion
Povzetek (ePrints):	Spremljanje gibalno oviranega učenca postaja vse bolj uveljavljen način vključevanja otrok s posebnimi potrebami v šolski sistem. V tem diplomskem delu me zanima predvsem vloga spremljevalca gibalno oviranega učenca pri njegovem vključevanju, ter njegova vloga pri sodelovanju z učenci, učitelji, strokovnimi delavci šole in s starši. Poleg tega želim ugotoviti potrebne prilagoditve učnega okolja pri predmetu biologije, naravoslovja in gospodinjstva za uspešno inkluzijo. V uvodu teoretičnega dela opišem, kako se šolski sistem spreminja v prid vključevanja otrok s posebnimi potrebami. Nadaljujem z opisom gibalne oviranosti in v tem okviru opisujem mišično distrofijo. Opisan je proces integracije in inkluzije ter bistvene razlike med njima. Pomemben poudarek je na pomenu pedagoških timov pri procesu inkluzije, nalogah asistenta za pomoč pri učenju ter na pomenu naravoslovja za poučevanje otrok s posebnimi potrebami. V teoretičnem delu je opisan tudi slovenski zakonodajni okvir, ki definira vlogo spremljevalca gibalno oviranega otroka. V empiričnem delu raziskujem, katere naloge opravlja in kakšna je vloga spremljevalca gibalno oviranega učenca v praksi. Osnova raziskave je študija primera gibalno oviranega učenca, katerega spremljevalec sem bil pet let. Analiziram prilagoditve učnega okolja učenčevega razreda pri pouku biologije, gospodinjstva in naravoslovja. Anketa je bila narejena z njegovimi sošolci in učitelji, ki so jih poučevali. Narejena sta bila intervju z gibalno oviranim učencem ter analiza socialne strukture razreda. V empiričnem delu podajam tudi izkušnje iz moje vloge asistenta gibalno oviranega otroka. Anketirani učitelji, ki so poučevali razred, katerega del je bil gibalno oviran učenec, se zavedajo dodane vrednosti spremljevalca v razredu pri nudenju pomoči gibalno oviranemu učencu, njegovim sošolcem. Zavedajo se tudi njegovem vzgojnem vplivu na učenca ter na celoten razred, vplivu na pisno ocenjevanje gibalno oviranega učenca ter o njegovem vplivu na samopodobo učenca. Anketirani sošolci gibalno oviranega učenca sprejemajo in tudi on se tako počuti. Spremljevalec nekatere učence moti s svojo prisotnostjo kot stalno navzoči odrasli. Izrazili so tudi željo, da bi moral biti spremljevalec pri reševanju razrednih zapletov večkrat na njihovi strani in ne na strani učiteljev. Gibalno oviran otrok meni, da je dobro zanj, če sta s spremljevalcem prijatelja in ne samo »uradna sodelavca«. Sociogram razreda nam je pokazal, da je gibalno oviran učenec, tako kot večina učencev v razredu, pri nekaterih priljubljen, pri nekaterih pa ne. S tremi sošolci, dva od njih sta bila vključena v nudenje dodatne učne pomoči, je tvoril zaprto kliko. Ključna ugotovitev raziskave je, da je vloga spremljevalca gibalno oviranega učenca večplastna in širša od nudenja samo fizične pomoči. Naloge spremljevalca morajo biti vnaprej natančno določene. Spremljevalec ni pasivni izvrševalec nalog, ampak je aktivni soudeleženec pedagoškega tima, za katerega je dobrodošla primerna kvalifikacija in izobrazba. Predmeti biologija, naravoslovje in gospodinjstvo zaradi praktične naravnanosti pouka, specifičnih metod dela (poskusi, delo na terenu, priprava živil) pomembno prispevajo k inkluziji gibalno oviranega učenca v razred. Inkluzija je učinkovita z dobrim in konstruktivnim sodelovanjem učitelja, laboranta, specialnega pedagoga in spremljevalca. Dobrodošlo je, da se ta naravoslovno izobražuje ter nauči izvajati poskuse ali pomagati pri njih.
Povzetek (ePrints, sekundarni jezik):	Assisting a physically impaired child is becoming increasingly recognised way of inclusion of children with special needs to the school system. In this thesis, I am interested primarily in the role of an assistant of physically impaired child in the inclusion process as well as in his role in collaborating with other children, teachers, school professionals and parents. In addition, my goal is to determine the necessary adjustments to learning environment to reach successful inclusion at biology, natural science and home economics classes. In the introduction of theoretical part, I describe how the school system is changing in favour of the inclusion of children with special needs. I continue with describing the physical impairment and in particular muscular dystrophy. A description of integration and inclusion is provided as well as the main differences between them. An emphasis is given to the importance of teaching teams in the inclusion process as well as on the tasks of the assistant in providing learning support and on the importance of natural science for educating the children with special needs. Finally, the theoretical part also describes the Slovenian legal framework defining the role of an assistant of physically impaired child. In the empirical part, I explore the tasks and the role of an assistant of physical impaired child that exist in practice. The research is based on a case study of the physically impaired child that I assisted for five years. I analyse the adjustments to the class’ learning environment at biology, home economics and natural science classes. A survey was performed on the child’s classmates and the teachers that taught them. Furthermore, the interview with the physical impaired child and the analysis of the class’ social structure is provided. Finally, the empirical part also provides my experience in the role of the assistant of physically impaired child. The teachers in the survey who taught the class, part of which was also the physically impaired child, are aware of the benefits of the assistant in the class in providing support to physically impaired child and his classmates. They are also aware of his educational influence on the child and the entire class, his impact on the written evaluation of physically impaired child as well as his impact on child’s self-esteem. The classmates of the physically impaired child participating in the survey are accepting him and he feels that way too. Some of the classmates are bothered by the assistant as a permanently present adult in the class. They also expressed the desire that the assistant should more often take their side in resolving classroom problems instead of the teachers’ side. Physically impaired child believes that it is good for him if he and the assistant are friends and not just “formal associates”. The class sociogram has shown that the physically impaired child is, as most children in the class, popular with some classmates and not with some others. He formed a closed clique with three of his classmates, among which two of them have been included in the additional learning support scheme. The main finding of this research is that the role of the assistant of physically impaired child is multi-layered and wider than providing just physical assistance. The tasks of the assistant must be clearly defined in advance. The assistant is not just a passive executor of tasks, but instead an active participant within the teaching team and he would benefit from having the appropriate qualifications and training. Biology, natural science and home economics classes have an important contribution in the inclusion of physically impaired child into the class, mainly due to the practical nature and specific methods of work (e.g. experiments, fieldwork and preparation of food). Inclusion is effective when the teacher, laboratory assistant, special education teacher and the assistant collaborate in a good and constructive manner. Training in natural science and learning to perform or assist the experiments is also welcomed for the assistant.
Ključne besede (ePrints, sekundarni jezik):	inclusion
ID:	8311230