Učiteljeve izkušnje z disleksijo

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[M. Croselli]
UDK:	616.89-008.434.5:37.011.3-051(043.2)
COBISS:	9585225
Št. ogledov:	980
Št. prenosov:	260
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Teachers' experience with dyslexia
Sekundarni povzetek:	This dissertation examines how Slovene teachers and Slovene teachers in Italy deal with dyslexia - a specific learning disability which mainly affects the development of literacy and skills related to language. The theoretical part focuses on dyslexic students’ difficulties, teachers’ acquisition of knowledge about dyslexia, teaching methods applied to dyslexic students and dyslexia regulations in force in Slovenia and Italy. The empirical part presents the research results relating to teachers' experience with dyslexic students, teachers’ ability to recognise signs of dyslexia and their acquirement of knowledge about this specific disability. Furthermore it focuses on the extent to which teachers adapt their teaching methods with dyslexic students and on teachers’ knowledge on Italian and Slovene regulations governing the adaptation of methods for dyslexic students. The research was carried out by submitting a questionnaire to 88 teachers from Slovenia and Slovenian teachers in Italy who teach children aged 7 to 15. The results show that teachers in Slovenia and Italy primarily associate dyslexia with difficulties in reading and writing and the majority of them has already experienced teaching dyslexic students. Unlike the majority of higher grades Slovene teachers in Italy, most teachers from Slovenia and lower grades Slovene teachers in Italy are confident that they can recognize a dyslexic student. Slightly more than half of the Slovene teachers and less than half of the Slovene teachers in Italy do not, or would not find it difficult to teach dyslexic students. Most of the teachers did not receive (enough) knowledge about dyslexia during their studies, while most of the Slovene teachers in Italy attended additional training courses on this specific disability. Almost all teachers adapt their teaching methods to dyslexic students and have no different attitude towards them in the classroom, but they mainly place the responsibility for working with these students to advisory services. The majority of Slovene teachers in Italy is familiar with regulations, which are foreseen by the educational system in Italy, concerning the adaptation of teaching methods for dyslexic students. On the contrary, most of the Slovene teachers are not familiar with the said regulations in force in Slovenia.
Sekundarne ključne besede:	dyslexia;teacher;disleksija;učitelj;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Strani:	131 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Teachers' experience with dyslexia
Ključne besede (ePrints):	disleksija
Ključne besede (ePrints, sekundarni jezik):	dyslexia
Povzetek (ePrints):	V diplomskem delu so obravnavane izkušnje učiteljev iz Slovenije in zamejstva o disleksiji – specifični učni težavi, ki predvsem prizadene razvoj pismenosti ter veščin, povezanih z jezikom. V teoretičnem delu so obravnavane težave učencev z disleksijo, učiteljevo pridobivanje znanj o disleksiji in učiteljevo delo z učenci z disleksijo ter zakonska ureditev področja disleksije v šolstvu v Sloveniji in Italiji. V empiričnem delu so prikazani rezultati raziskave o učiteljevih izkušnjah z učenci oz. osebami z disleksijo, učiteljevem prepoznavanju disleksije, pridobivanju znanj o disleksiji, o razumevanju možnosti prilagajanja dela z učenci z disleksijo v razredu in o zakonskih predpisih prilagoditev dela z učenci v Sloveniji in Italiji. V raziskavi je sodelovalo 88 učiteljev iz Slovenije in zamejstva, ki poučujejo otroke od 7. do 15. leta starosti. Učitelji so izpolnili anketni vprašalnik, sestavljen za namen raziskave. Rezultati so pokazali, da učitelji v Sloveniji in zamejstvu disleksijo povezujejo predvsem s težavami na področju branja in pisanja, večina pa jih že ima izkušnje s poučevanjem učenca z disleksijo. Večina učiteljev iz Slovenije in večina učiteljev nižjih razredov iz zamejstva bi disleksijo pri učencu (po njihovem mnenju) prepoznala, kar pa ni navedla večina učiteljev višjih razredov iz zamejstva. Nekoliko več kot polovici učiteljev iz Slovenije in manj kot polovici učiteljev iz zamejstva ni oz. ne bi bilo težko poučevati učenca z disleksijo. Večina učiteljev iz Slovenije in zamejstva v času šolanja ni pridobila (dovolj) znanj o disleksiji, dodatnih izobraževanj o disleksiji pa se je udeležila večina učiteljev iz zamejstva, ne pa iz Slovenije. Skoraj vsi učitelji iz Slovenije in zamejstva prilagajajo delo učencem z disleksijo, do njih nimajo drugačnega odnosa kot do ostalih učencev v razredu, odgovornost za delo s temi učenci pa v največji meri pripisujejo svetovalnim službam. Večina učiteljev iz zamejstva je seznanjena z zakonskimi prilagoditvami za delo z učenci z disleksijo, ki jih predvideva šolski sistem v Italiji, večina učiteljev iz Slovenije pa z omenjenimi prilagoditvami, ki veljajo v Sloveniji, ni seznanjena.
Povzetek (ePrints, sekundarni jezik):	This dissertation examines how Slovene teachers and Slovene teachers in Italy deal with dyslexia - a specific learning disability which mainly affects the development of literacy and skills related to language. The theoretical part focuses on dyslexic students’ difficulties, teachers’ acquisition of knowledge about dyslexia, teaching methods applied to dyslexic students and dyslexia regulations in force in Slovenia and Italy. The empirical part presents the research results relating to teachers' experience with dyslexic students, teachers’ ability to recognise signs of dyslexia and their acquirement of knowledge about this specific disability. Furthermore it focuses on the extent to which teachers adapt their teaching methods with dyslexic students and on teachers’ knowledge on Italian and Slovene regulations governing the adaptation of methods for dyslexic students. The research was carried out by submitting a questionnaire to 88 teachers from Slovenia and Slovenian teachers in Italy who teach children aged 7 to 15. The results show that teachers in Slovenia and Italy primarily associate dyslexia with difficulties in reading and writing and the majority of them has already experienced teaching dyslexic students. Unlike the majority of higher grades Slovene teachers in Italy, most teachers from Slovenia and lower grades Slovene teachers in Italy are confident that they can recognize a dyslexic student. Slightly more than half of the Slovene teachers and less than half of the Slovene teachers in Italy do not, or would not find it difficult to teach dyslexic students. Most of the teachers did not receive (enough) knowledge about dyslexia during their studies, while most of the Slovene teachers in Italy attended additional training courses on this specific disability. Almost all teachers adapt their teaching methods to dyslexic students and have no different attitude towards them in the classroom, but they mainly place the responsibility for working with these students to advisory services. The majority of Slovene teachers in Italy is familiar with regulations, which are foreseen by the educational system in Italy, concerning the adaptation of teaching methods for dyslexic students. On the contrary, most of the Slovene teachers are not familiar with the said regulations in force in Slovenia.
Ključne besede (ePrints, sekundarni jezik):	dyslexia
ID:	8311285