magistrsko delo
Povzetek
Pomemben vidik inkluzivne vzgoje in izobraževanja učencev s specifičnimi učnimi
težavami (v nadaljevanju učenci s SUT) so njihovi vrstniki brez specifičnih učnih težav
(v nadaljevanju vrstniki brez SUT). Učenci s SUT, ki se učijo skupaj z vrstnikom brez
SUT, dosegajo boljše rezultate in razvijajo svoje socialno-emocionalne spretnosti.
Praksa in teorija opozarjata, da imajo vrstniki brez SUT premalo znanja o specifičnih
učnih težavah, kar vodi do negativnih stališč do učencev s SUT. Zato je pomembno
ozaveščanje vrstnikov o posebnih potrebah (v nadaljevanju PP), prilagoditvah in
močnih področjih učencev s SUT. Odnos vrstnikov brez UT do učencev s SUT je
odvisen od stališč, ki se oblikujejo in spreminjajo pod vplivom različnih dejavnikov
(šolsko okolje, domače okolje, širše okolje, starost, izkušnje, ipd.).
V raziskovalnem delu magistrskega dela sem proučila, kakšna stališča imajo učenci
brez SUT do prilagoditev, ki jih prejemajo učenci s SUT. Poleg tega sem želela
ugotoviti, kakšen je odnos vrstnikov brez SUT do učencev s SUT in skupinskega dela
oziroma sodelovanja vrstnikov brez SUT v skupini z učencem s SUT. Zanimalo me je
tudi, ali obstajajo med njimi razlike glede na povprečje zaključnih ocen ključnih
izobraževalnih predmetov (slovenščina in matematika). Prav tako me je zanimal
sociometričen status učencev s SUT v razredu. V vzorec sem zajela 124 učencev od
šestega do devetega razreda. Med njimi je bilo tudi 8 učencev z izrazitimi SUT. V
raziskavi sem uporabila avtorski anketni vprašalnik za ocenjevanje odnosa do učencev
s SUT in stališč do prilagoditev, ki jih prejemajo učenci s SUT ter sociometrični
vprašalnik.
Z raziskavo sem preverjala prepoznavanje učenca s SUT in ugotovila, da učenci brez
SUT prepoznajo učenca s SUT. Rezultati raziskave so pokazali, da večina anketiranih
učencev do učencev s SUT izraža pozitiven odnos. Učenci vključeni v raziskavo
učence s SUT opisujejo kot prijazne, poštene, ustvarjalne, hkrati pa tudi kot počasne,
drugačne, osamljene, boječe, žalostne in nespretne. Pri tem lahko opazimo, da jih ne
označujejo kot agresivne, lene in neumne, kar kaže na to, da učenci brez SUT
prepoznajo učenca s SUT in se zavedajo, da imajo učenci s SUT določene
primanjkljaje. Ugotovila sem, da na odnos do učencev s SUT učni uspeh ne vpliva.
Ugotovila sem, da večina učencev brez SUT rada sodeluje pri skupinskem delu z
učenci s SUT. Predvsem pa učenci, ki so učno manj uspešni radi sodelujejo v skupini,
v katero je vključen učenec s SUT. Učenci vključeni v raziskavo, so izkazovali
razumevanje dejstva, da učenci s SUT potrebujejo podaljšan čas pisanja preverjanja in ocenjevanja znanj, prilagojen odlomek za branje in da odhajajo iz razreda zato, da
jim specialna pedagoginja prilagodi delo, aktivnosti, razloži snov in navodila. Prav tako
se jim zdi prav, da dobijo več pomoči učitelja. Učenci vključeni v raziskavo imajo
pozitivna stališča do prilagoditev ne glede na učni uspeh (učno bolj/manj uspešni
učenci). Raziskava je pokazala, da imajo učenci z izrazitimi SUT v primerjavi z vrstniki
brez SUT nižji sociometričen status, česar pa zaradi majhnega vzorca ne moremo
posplošiti na celotno populacijo učencev z izrazitimi SUT.
Ključne besede
vrstniki;ozaveščanje;
Podatki
Jezik: |
Slovenski jezik |
Leto izida: |
2017 |
Tipologija: |
2.09 - Magistrsko delo |
Organizacija: |
UL PEF - Pedagoška fakulteta |
Založnik: |
[N. Orgolič Štuhec] |
UDK: |
376(043.2) |
COBISS: |
11536713
|
Št. ogledov: |
912 |
Št. prenosov: |
195 |
Ocena: |
0 (0 glasov) |
Metapodatki: |
|
Ostali podatki
Sekundarni jezik: |
Angleški jezik |
Sekundarni naslov: |
Relationships and attitudes of students without learning difficulties towardstudents with specific learning disabilities |
Sekundarni povzetek: |
An important aspect of inclusive education and educating pupils with specific learning
difficulties (pupils with SpLDs) is found in the peers that they have without specific
learning difficulties (peers without SpLDs). Pupils with SpLDs who learn together with
a peer without SpLDs achieve better results and develop their social-emotional skills.
Practice and theory indicate that peers without SpLDs have insufficient knowledge
about specific learning difficulties, which can lead to negative points of view towards
those pupils with SpLDs. It is accordingly important to raise awareness among peers
about special needs (SN), adjustments, and strong suits of pupils with SpLDs. The
attitude of those peers without SpLDs depends on the standpoints that are shaped and
change under the influence of diverse factors (educational environment, domestic
environment, broader environment, age, experience, etc.).
The research in my Master's thesis examines which standpoints pupils without SpLDs
have towards adjustments received by pupils with SpLDs. Additionally, I wanted to
determine the attitudes of pupils without SpLDs towards pupils’ with SpLDs and
teamwork, or towards the cooperation of peers without SpLDs in a group with a pupil
that has SpLDs. I was also interested in whether there are differences amongst them
according to the grade average in core educational subjects (Slovene and Math).
Further, I was interested in the sociometric status of pupils with SpLDs within the class.
The sample consists of 124 pupils from sixth to ninth grades. Amongst them were eight
pupils with distinct SpLDs. A questionnaire was used to evaluate the attitude towards
pupils with SpLDs and standpoints towards the adjustments that pupils with SpLDs
get, alongside with a sociometric questionnaire.
The research tested the identification of a pupil with SpLDs. It was discovered that
pupils without SpLDs could recognize a pupil with SpLDs. The results have shown that
the majority of questioned pupils express a positive attitude towards pupils with SpLDs.
Pupils included in the study describe pupils with SpLDs as nice, honest, creative, and
at the same time also as slow, different, lonely, fearful, sad, and awkward. It can be
observed that they are not described as aggressive, lazy, or dumb, which shows that
pupils without SpLDs recognize a pupil with SpLDs and are aware that such pupils
have certain deficits. I also determined that academic performance has no influence
on attitudes towards pupils with SpLDs. It was established that the majority of pupils
without SpLDs gladly participate in group activities with pupils that have SpLDs. Mostly
students with lower grade averages like to work in groups that include a pupil with
SpLDs. Pupils included in the study showed an understanding of the fact that pupils
with SpLDs need additional time when taking exams and in evaluations, as well as an
adjusted reading segment. It is also understood that they leave class so that the special
education teacher can adjust their work and activities, and explain the topic and
instructions to them. They also think it is right that these pupils receive more help from the teacher. Pupils included in the study have positive standpoints towards such
adjustments made regardless of their academic performance (more/less successful
pupils). The study showed that pupils with distinct SpLDs have a lower sociometric
status in comparison to their peers without SpLDs, whereas the pattern cannot be
generalized for the entire population of pupils with SpLDs, because of the small sample
group. |
Sekundarne ključne besede: |
pupil;learning difficulty;učenec;učne težave; |
Vrsta datoteke: |
application/pdf |
Vrsta dela (COBISS): |
Magistrsko delo/naloga |
Komentar na gradivo: |
Univ. v Ljubljani, Pedagoška fak. |
Strani: |
120 str. |
ID: |
9609448 |