magistrsko delo
Sonja Štefanič (Avtor), Tomaž Vec (Mentor)

Povzetek

Postmodernistični koncept vzgoje in izobraževanja utemeljuje idejo skupne šole - šole za vse tudi za otroke z lažjo motnjo v duševnem razvoju. Presega kategorizacijo in temelji na usmerjanju otrok s posebnimi potrebami v ustrezen program z določenimi prilagoditvami in pomočjo, ki jo posameznik potrebuje. Za razliko od učno-storilnostno naravnane šole inkluzivna šola poudarja socialne spretnosti, katere otrokom s posebnimi potrebami omogočijo optimalno vključenost v razred ter v širše socialno okolje. Vpliv inkluzije otrok z lažjo motnjo v duševnem razvoju v rednem osnovnošolskem izobraževanju se širi tudi na vrstnike, ki postajajo bolj strpni in odprti za sprejemanje drugačnosti, na učitelje in strokovne delavce v osnovnih šolah ter na celotne razredne skupnosti. V teoretičnem delu je predstavljeno izobraževanje otrok z lažjo motnjo v duševnem razvoju. Predstavljeni so različni diskurzi obravnavanja otrok s posebnimi potrebami, osnovni pojmi in pogoji inkluzivnega izobraževanja, dejavniki, ki omogočajo inkluzivno izobraževanje, narejen je pregled nekaterih dostopnih domačih in tujih raziskav ter oblik inkluzivnega izobraževanja v evropskem prostoru. V empiričnem delu s kvalitativno metodo ugotavljamo zaznavanje dejavnikov, od katerih je odvisno uspešno vključevanje otrok z lažjo motnjo v duševnem razvoju v večinske osnovnošolske izobraževalne programe. Zanimalo nas je zadovoljstvo staršev otrok z lažjo motnjo v duševnem razvoju s šolanjem njihovih otrok ter stališča staršev otrok brez posebnih potreb in strokovnih delavcev do vključenosti otrok z lažjo motnjo v duševnem razvoju v redne oblike izobraževanja. Ista raziskovalna vprašanja smo smiselno raziskovali oz. preverjali pri strokovnih delavcih in starših rednih osnovnih šol ter osnovne šole s prilagojenim programom v Beli krajini in tako dobili pogled na stališča do inkluzije otrok z lažjo motnjo v duševnem razvoju. Podatke smo zbirali z delno strukturiranimi intervjuji. Na podlagi rezultatov kvalitativne raziskave podajamo smernice za oblikovanje inkluzivnega izobraževanja otrok z lažjo motnjo v duševnem razvoju. Hkrati predstavljamo različne oblike pomoči otrokom z lažjo motnjo v duševnem razvoju strokovnim delavcem in staršem. Temeljna spoznanja empirične raziskave nakazujejo na potrebne spremembe izobraževanja otrok z lažjo motnjo v duševnem razvoju. Sodelujoči v raziskavi navajajo, da so v inkluzivno naravnani šoli otroci z lažjo motnjo v duševnem razvoju lahko učno uspešni glede na individualno zastavljene cilje v prilagojenem programu z nižjim izobrazbenim standardom ter menijo, da so posledično ti otroci tudi dobro socialno vključeni v razredih. Na podlagi rezultatov lahko sklepamo, da je uspešnost inkluzivnega izobraževanja odvisna od njegovega dobrega načrtovanja. Za sodelujoče v raziskavi dobro načrtovanje inkluzivnega izobraževanja zajema spremembo prilagoditve izobraževanja, dodatna izobraževanja za učitelje in podpore učiteljem, znižanje normativa v razredu, sodelovanje s starši otrok z lažjo motnjo v duševnem razvoju ter starši vrstnikov ter predstavitev otroka z lažjo motnjo v duševnem razvoju učiteljem, vrstnikom in staršem. Lahko sklepamo, da v dobro zastavljenem inkluzivnem izobraževanju pridobijo vsi, otroci z lažjo motnjo v duševnem razvoju, vrstniki, učitelji, starši in celotna družba.

Ključne besede

inkluzivna šola;inkluzivni oddelek;integracija;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [S. Štefanič]
UDK: 376(043.2)
COBISS: 10957129 Povezava se bo odprla v novem oknu
Št. ogledov: 1221
Št. prenosov: 132
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: The inclusion of children with mild intellectual disabilities into the mainstream primary school
Sekundarni povzetek: Post-modernistic concept of education founds the idea of integrational school, namely a school for everybody, also for children with mild mental disability. It transcends categorisation and it is based on sending special needs children into appropriate programme with specific adjustments and help to cater individual needs. As oppose to learning and production orientated school, the inclusive school emphasises social skills which enable children with special needs to integrate as well as possible into classes and also into wider social environment. The influence of inclusion of children with mild mental disability into regular primary school education is reflected on their peers as well. They express more tolerance and are more open to embrace differences, this being true also for their teachers and other personnel in primary school. Theoretical part presents education of children with mild mental disability. One can read presentations of different theories of processing special needs children, basic words and inclusive education conditions, factors enabling inclusive education. A list has also been added of some available national and foreign researches and types of inclusive education in Europe. Empirical part consists of data gathered through quantitative research method about factors that influence the success rate of including children with mild mental disorder into regular primary school educational programmes. We were interested how satisfied parents of these special needs children were with their education. We were also interested about opinions of parents of their peers as well as educational staff. The same research questions have been answered by educational staff and also by parents all over Bela Krajina region, in regular and special needs primary schools. With this we gathered opinions about including children with mild mental disability. Data has been gathered through party-structured interviews. Based on results of quantitative method, directions have been given to form inclusive schooling for children with mild mental disability. Besides this, we have presented different forms of help for these children, parents and also educational staff to use. In conclusion, data shows that there are needs for changes in the area of educating children with mild mental disabilities. All participants claim that these children can be successful in inclusive-orientated school, (with regards to individually set aims in programmes set with lower educational standards) and are also well-included into a regular class of their peers. Based on results, we can come to a conclusion that success of inclusive education depends on planning. For all participants in the research this means well planned education, additional education for the teachers and also support for the teachers, smaller classes, cooperation with parents of special needs children and introduction of these children to their teachers, peers and other parents. We came to the conclusion that including children with mild mental disability into inclusive education, everyone can gain, the children, their peers, teachers, other parents and the society as a whole.
Sekundarne ključne besede: backward child;primary education;otrok s posebnimi potrebami;osnovnošolski pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo
Komentar na gradivo: Univ. Ljubljana, Pedagoška fak., Socialna pedagogika
Strani: 135 str., [26] str. pril.
ID: 9131071