Vključevanje otok s posebnimi potrebami v interesne dejavnosti

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[N. Rozina]
UDK:	376.1:373.32(043.2)
COBISS:	9655881
Št. ogledov:	1138
Št. prenosov:	198
Ocena:	0 (0 glasov)
Metapodatki:

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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Involving children with special needs in extracurricular activities
Sekundarni povzetek:	Interest activities (hereinafter referred to as IA) are an important part of the elementary school, since children may choose one (or more) of the offered interest activities to discover and develop their strong areas of interests and abilities. This is especially important for those children who have learning difficulties and in the regular classroom activities only do not experience the desired success. The central purpose of the thesis was to deal with and analyse the integration of children with special educational needs into schools in the interest activities. On the basis of the theoretical starting points and objectives of the research issues we have used a semi-structured interview. The study involved 83 children: 42 children without special needs from elementary schools in Brezovica and 41 children with special educational needs that are included in regular programs of different primary schools (Elementary school Log-Dragomer, Elementary school Ivan Korošec, Elementary school Brezovica) and Subsidiary school Bevke. We were interested in the differences between students and students with special needs: the integration into the IA, the number and type of the selected IA, motives for engaging in IA, proposals for new IA, the availability of IA and the reasons for not participating in the IA. We were also interested if the kind of the disorder had any impact on the integration in the IA. We found out that most of the students with special needs who were involved in an IA, chose one IA, the rest mostly chose two; students with physical sensory deficits (hereinafter referred to as the PSD) tended to choose one IA, students with hidden deficits (hereinafter referred to as the HD), two. Students with special needs choose mostly sports activities, they do not favourize social science IA. Among pupils with PSD the most popular activities are language, technical and creative IA. Most os the students with HD choose a sport for their IA. Almost all of the students were involved in the IA due to their own interests. The students that were not involved in any of the IA stated, that the reson for their not involving was their disinterest or engagement in activities outside the school. Most of the pupils with special needs do not show similar interests in the activities of free time and IA. Children with hiden deficits are more often engaged in different activities and IA than those with PSD. Students believe that IA are accessible to all students. Children with special needs mostly choose their IA themselves; they also want more sports activities. The same wish was expressed also by students with PSD. Children with hidden deficits are mostly satisfied with the current offer, or have no ideas for a new IA. The results show that among children with special needs and other children there are no statistically significant differences. The type of disorder does not affect participation in IA.
Sekundarne ključne besede:	special education;primary school;extra-curricular activities;pouk po prilagojenem programu;osnovna šola;interesne dejavnosti;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Strani:	VIII, 75 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Involving children with special needs in extracurricular activities
Ključne besede (ePrints):	otroci s posebnimi potrebami
Ključne besede (ePrints, sekundarni jezik):	children with special needs
Povzetek (ePrints):	Interesne dejavnosti (v nadaljevanju ID) so pomemben del programa osnovne šole, saj učenci lahko z vključitvijo v eno (ali več) izmed ponujenih odkrivajo in razvijajo svoja močna področja, interese in sposobnosti. To je še posebej pomembno za tiste učence, ki imajo težave pri učenju in samo pri rednem pouku ne doživijo želenega uspeha. Osrednji namen diplomske naloge je bil obravnavati in analizirati vključevanje otrok s posebnimi vzgojno-izobraževalnimi potrebami (v nadaljevanju PVIP) v interesne dejavnosti. Na osnovi teoretičnih izhodišč in postavljenih raziskovalnih vprašanj smo v raziskavi uporabili polstrukturiran intervju. V raziskavi je sodelovalo 83 učencev: 42 učencev brez posebnih potreb iz Osnovne šole Brezovica in 41 otrok s PVIP, ki so vključeni v redne programe različnih osnovnih šol (Osnovne šole Log-Dragomer, Osnovne šole Ivana Korošca, Osnovne šole Brezovica) in Podružnične šole Bevke. Zanimale so nas razlike med učenci s PVIP in ostalimi učenci pri: vključevanju v ID, številu in vrsti izbranih ID, motivih za vključevanje v ID, predlogih za nove ID, dostopnosti ID in razlogih za nevključevanje v ID. Zanimalo nas je tudi, ali vrsta motnje otrok s PVIP vpliva na vključevanje v ID. Ugotovili smo, da je večina učencev s PVIP vključenih v ID, največkrat pa izberejo eno ID, ostali učenci pa dve. Učenci s fizičnimi/senzornimi primanjkljaji (v nadaljevanju FSP) največkrat izberejo eno, učenci s skritimi primanjkljaji (v nadaljevanju SP) pa dve ID. Učenci s PVIP največkrat izberejo športne ID, najmanj pa izbirajo družboslovne in miselne ID. Med učenci s FSP so najbolj priljubljene jezikovne in tehnične ter ustvarjalne ID, učenci s SP pa največkrat izberejo športne ID. Skoraj vsi učenci s PVIP se v ID vključijo zaradi lastnega interesa. Učenci s PVIP, ki niso bili vključeni v ID, so kot razlog največkrat navedli nezanimanje, ostali učenci pa so največkrat navedli zunajšolsko dejavnost. Večina učencev s PVIP ne kaže podobnih interesov pri dejavnostih prostega časa in pri ID. Otroci s SP se v prostem času in pri ID večkrat kot učenci s FSP ukvarjajo z različnimi dejavnostmi. Učenci menijo, da so ID dostopne vsem. Učenci s PVIP se največkrat sami odločijo za vključitev v ID. Predvsem učenci s FSP si želijo še več športnih ID, učenci s SP pa so večinoma zadovoljni s trenutno ponudbo oz. nimajo ideje za nove ID. Rezultati kažejo, da med otroki s PVIP in ostalimi ni statistično pomembnih razlik. Ugotovili smo tudi, da vrsta motnje otrok s PVIP ne vpliva na vključevanje v ID.
Povzetek (ePrints, sekundarni jezik):	Interest activities (hereinafter referred to as IA) are an important part of the elementary school, since children may choose one (or more) of the offered interest activities to discover and develop their strong areas of interests and abilities. This is especially important for those children who have learning difficulties and in the regular classroom activities only do not experience the desired success. The central purpose of the thesis was to deal with and analyse the integration of children with special educational needs into schools in the interest activities. On the basis of the theoretical starting points and objectives of the research issues we have used a semi-structured interview. The study involved 83 children: 42 children without special needs from elementary schools in Brezovica and 41 children with special educational needs that are included in regular programs of different primary schools (Elementary school Log-Dragomer, Elementary school Ivan Korošec, Elementary school Brezovica) and Subsidiary school Bevke. We were interested in the differences between students and students with special needs: the integration into the IA, the number and type of the selected IA, motives for engaging in IA, proposals for new IA, the availability of IA and the reasons for not participating in the IA. We were also interested if the kind of the disorder had any impact on the integration in the IA. We found out that most of the students with special needs who were involved in an IA, chose one IA, the rest mostly chose two; students with physical sensory deficits (hereinafter referred to as the PSD) tended to choose one IA, students with hidden deficits (hereinafter referred to as the HD), two. Students with special needs choose mostly sports activities, they do not favourize social science IA. Among pupils with PSD the most popular activities are language, technical and creative IA. Most os the students with HD choose a sport for their IA. Almost all of the students were involved in the IA due to their own interests. The students that were not involved in any of the IA stated, that the reson for their not involving was their disinterest or engagement in activities outside the school. Most of the pupils with special needs do not show similar interests in the activities of free time and IA. Children with hiden deficits are more often engaged in different activities and IA than those with PSD. Students believe that IA are accessible to all students. Children with special needs mostly choose their IA themselves; they also want more sports activities. The same wish was expressed also by students with PSD. Children with hidden deficits are mostly satisfied with the current offer, or have no ideas for a new IA. The results show that among children with special needs and other children there are no statistically significant differences. The type of disorder does not affect participation in IA.
Ključne besede (ePrints, sekundarni jezik):	children with special needs
ID:	8311454