magistrsko delo
Jasna Munda (Avtor), Mojca Lipec-Stopar (Mentor)

Povzetek

Inkluzivni model vzgoje in izobraževanja v Sloveniji omogoča, da se v času obveznega šolanja večji del učencev s posebnimi potrebami šola v programu s prilagojenim izvajanjem in dodatno strokovno pomočjo, kjer od njih pričakujemo, da bodo primerljivo učno uspešni s svojimi vrstniki z značilnim razvojem, da bodo dosegli temeljna šolska znanja in usvojili vsaj minimalne standarde znanja. Nekatere raziskave o uspešnosti šolanja otrok s posebnimi potrebami so pokazale, da imajo sicer pozitivne ocene in uspešno zaključijo osnovnošolsko izobraževanje, vendar dosega večina teh učencev na nacionalnem preverjanju znanja slabše rezultate. Eden od ključnih ciljev formalnega izobraževanja je pismenost. Pismenosti kot razširjeni spretnosti branja in pisanja s spretnostmi računanja za vsakodnevno delovanje v skupnosti pravimo funkcionalna pismenost. To so uporabna znanja, ki bodo učencem najbolj koristila pri nadaljnjem šolanju in funkcioniranju v družbi. V pričujoči raziskavi nas je zanimalo, kakšna je funkcionalna pismenost učencev s posebnimi potrebami v primerjavi s funkcionalno pismenostjo učencev z značilnim razvojem ob koncu osnovnošolskega izobraževanja; ali so učne navade povezane z razlikami v funkcionalni pismenosti med učenci s posebnimi potrebami in med učenci z značilnim razvojem; ali sta trajanje in obseg dodatne strokovne pomoči povezana s funkcionalno pismenostjo učencev s posebnimi potrebami. Posledično bi lahko sklepali, kakšna je učinkovitost osnovnošolskega izobraževanja učencev s posebnimi potrebami v primerjavi z učinkovitostjo osnovnošolskega izobraževanja učencev z značilnim razvojem z vidika njihove funkcionalne pismenosti. Za osvetlitev tega področja smo se odločili zato, ker do sedaj v slovenskem prostoru takšna raziskava še ni bila izvedena, njeni rezultati pa bi lahko pomembno prispevali k izboljšanju izobraževanja učencev s posebnimi potrebami na področju funkcionalne pismenosti. Raziskavo smo izvedli z uporabo deskriptivne in kavzalno-neeksperimentalne metode. Zajeli smo vzorec učencev s posebnimi potrebami in učencev z značilnim razvojem v 9. razredu osnovnih šol. Glavni rezultati raziskave so pokazali, da so učenci s posebnimi potrebami ob koncu osnovnošolskega izobraževanja slabše funkcionalno pismeni v primerjavi z učenci z značilnim razvojem, kar velja tudi za njihovo bralno in matematično pismenost. Učne navade učencev s posebnimi potrebami in učencev z značilnim razvojem niso pomembno povezane z njihovo funkcionalno pismenostjo. Prav tako tudi obseg in trajanje dodatne strokovne pomoči nista pomembno povezana s funkcionalno pismenostjo učencev s posebnimi potrebami. Zato lahko z vidika funkcionalne pismenosti učencev sklepamo, da obstaja razlika v učinkovitosti osnovnošolskega izobraževanja učencev s posebnimi potrebami v primerjavi z učinkovitostjo osnovnošolskega izobraževanja učencev z značilnim razvojem. Na podlagi rezultatov raziskave smo ugotovili, da je v slovenskih osnovnih šolah potrebno nameniti več pozornosti izboljšanju funkcionalne pismenosti učencev s posebnimi potrebami. Rezultati raziskave lahko koristijo pri nadaljnjem načrtovanju dela z učenci s posebnimi potrebami v osnovnih šolah, zaradi česar se lahko izboljša njihova funkcionalna pismenost, posledično pa njihova možnost uspeha pri nadaljnjem šolanju in vključevanju v skupnost. Zbrani podatki so lahko podlaga tudi za nadaljnje, še bolj poglobljene raziskave.

Ključne besede

funkcionalna pismenost;bralna pismenost;matematična pismenost;učenci s posebnimi potrebami;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [J. Munda]
UDK: 376(043.2)
COBISS: 11373897 Povezava se bo odprla v novem oknu
Št. ogledov: 674
Št. prenosov: 150
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: Functional literacy of pupils with special needs in equivalent educational program with specialized implementation and additional professional assistance
Sekundarni povzetek: The inclusive model of education in Slovenia enables, that in time of compulsory education, major part of pupils with special needs school in a program with adapted implementation and additional professional assistance, where we expect from them to be comparable successful in learning with their peers with typical development and that they will achieve basic educational skills and master at least the minimum standards of knowledge. Some researches on the effectiveness of educating children with special needs have shown that they have positive grades and successfully complete primary education, but most of these pupils reach inferior results in national examinations. One of the key objectives of formal education is literacy. Literacy as expanded skill of reading and writing with skill of computing for everyday functioning in the community is called functional literacy. This is useful knowledge which will be most helpful to pupils in further education and for functioning in society. In this study we were interested in how the functional literacy of pupils with special needs is in comparison with functional literacy of pupils with typical development at the end of primary education; or are learning habits related to differences in functional literacy among pupils with disabilities and pupils with the typical development; is the duration and extent of additional professional assistance associated with functional literacy of pupils with special needs. Consequently, we might conclude, what is the effectiveness of primary education of pupils with special needs in relation to the effectiveness of elementary school pupils with typical development in terms of their functional literacy. We decided to illuminate this area, because in Slovenia no such research has been conducted so far and the results of which could significantly contribute to improving the education of pupils with special needs in the field of functional literacy. The research was conducted using descriptive and causal non-experimental methods. We covered a sample of pupils with disabilities and pupils with typical development in the 9th grade of elementary schools. The main results of the study have showed that students with special needs at the end of primary education are less functionally literate compared to children with typical development, which also applies to their literacy and numeracy. Learning habits of pupils with disabilities and students with typical development were not significantly related to their functional literacy as well as the extent and duration of additional professional assistance were not significantly associated with functional literacy of pupils with special needs. Therefore, from the perspective of functional literacy of pupils we can conclude that there is a difference in the effectiveness of primary school educating pupils with special needs in relation to the effectiveness of elementary school educating pupils with typical development. Based on the survey results, we found out that we need to pay more attention to improving the functional literacy of pupils with special needs in Slovenian primary schools. The survey results may be useful for further planning of work with students with special needs in primary schools, which may improve their functional literacy and consequently, their chances of success in further education and integration into the community. The collected data can be the basis for further, more in-depth research.
Sekundarne ključne besede: literacy;backward child;pismenost;otrok s posebnimi potrebami;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo
Strani: 98 str., 24 str. pril.
ID: 9234588