Zaznavanje in stališča predmetnih učiteljev v Pomurju na področju timskega dela s specialnimi in rehabilitacijskimi pedagogi : magistrsko delo

Zanjko, Helena (avtor), Polak, Alenka (mentor)

Slovenska šolska zakonodaja pri delu z otroki s posebnimi potrebami spodbuja uporabo timskega pristopa. Zakon o usmerjanju otrok s posebnimi potrebami (2011) predpostavlja timsko pripravo, timsko spremljanje in timsko evalvacijo individualiziranega programa s strani imenovane strokovne skupine. Pri izvajanju individualiziranega programa nekateri učitelji ter specialni in rehabilitacijski pedagogi pogosteje kot timski uporabljajo individualni pristop pri delu z otrokom s posebnimi potrebami, v zadnjih letih pa se v teoriji in pedagoški praksi zelo poudarja pomen timskega dela in njegovih prednosti. Učitelji se v stališčih in pogledih na timsko delo z drugimi strokovnimi delavci v vzgoji in izobraževanju med seboj razlikujejo. Na oblikovanje stališč do timskega dela vplivajo občutek lastne kompetentnosti za timsko delo, raznolikost izkušenj s timskim delom, osebno doživljanje timskega dela in zavedanje njegovih prednosti, ki jih ima ta pristop za otroke s posebnimi potrebami, pa tudi za vsakega posameznega člana v timu, tim kot celoto in za šolo kot inštitucijo. Nekatere domače in tuje raziskave kažejo, da ima večina učiteljev do timskega dela s specialnimi in rehabilitacijskimi pedagogi pozitiven odnos in da so timskemu delu naklonjeni. Izsledki raziskav obenem nakazujejo številne prednosti timskega dela, kot npr. učni napredek otrok s posebnimi potrebami in profesionalni razvoj učiteljev. Med najpogostejšimi težavami, ki jih zaznavajo učitelji pri timskem delu s specialnimi in rehabilitacijskimi pedagogi, je pomanjkanje znanja učiteljev s področja dela z otroki s posebnimi potrebami, pa tudi pomanjkanje časa za timsko načrtovanje. V empirični raziskavi v okviru tega magistrskega dela sem raziskala, kakšna so stališča predmetnih učiteljev osnovnih šol v Pomurju do timskega dela s specialnimi in rehabilitacijskimi pedagogi, želela pa sem preveriti tudi njihove konkretne izkušnje na tem področju pedagoškega dela. Z uporabo anketnega vprašalnika je bila izvedena kvantitativna raziskava na vzorcu 105 predmetnih učiteljev pomurske regije. Podatki so bili statistično obdelani s pomočjo programa SPSS. S pomočjo dobljenih rezultatov sem pridobila vpogled v obstoječo pedagoško prakso timskega dela predmetnih učiteljev s specialnimi in rehabilitacijskimi pedagogi na območju pomurske regije. Dobljeni rezultati kažejo, da imajo predmetni učitelji v Pomurju pozitiven odnos do timskega dela s specialnimi in rehabilitacijskimi pedagogi in da so timskemu delu naklonjeni. S timskim delom s specialnimi in rehabilitacijskimi pedagogi imajo pozitivne izkušnje. Prednosti timskega dela s specialnimi in rehabilitacijskimi pedagogi anketirani predmetni učitelji zaznavajo tako na področju prepoznavanja učnega napredka učencev s posebnimi potrebami kot tudi na področju lastnega profesionalnega razvoja.

• Jezik: Slovenski jezik
• Ključne besede: timsko delo, predmetni učitelji, specialni in rehabilitacijski pedagogi, stališča, izkušnje, učenci s posebnimi potrebami
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [H. Zanjko]
• Leto izida: 2018
• Št. strani: 130 str.
• PID: 20.500.12556/RUL-102017
• UDK: 373.3(043.2)
• COBISS.SI-ID: 12020809
• Datum objave v RUL: 31.08.2018

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Perception and attutudes of subject teachers in Pomurje to team work with special education and rehabilitation teachers

Izvleček

The Slovenian school legislation encourages a team approach on the field of working with children/students with special needs. The Placement of Children with Special Needs act (2011) acquires demands team planning accompaniment and evaluation of the individualized program from an appointed professional group. In practice, some teachers and special education teachers often use an individual approach when teaching children with special needs, while in the last few years there has been emphasis on team work and its advantages. Teachers have different opinions on working with other professionals when it comes to upbringing and education. Their point of view is based on their own ability to work in a team, on the diversity of their experiences with team work and how they personally value team work and all it has to offer, not only for special needs children, but also for every single person in the team and even for school as an institution. Some Slovenian and foreign studies show, that most teachers have a positive attitude towards collaboration with other workers in their profession and are fond of team work. Research results also show many advantages of team work, such as increased learning ability of the children and the professional growth of teachers. The most common problem teachers face when collaborating with other educators is their lack of knowledge when it comes to working with special needs children and the lack of time for team planning. In an empirical study within this master thesis I research what are the lower secondary teachers’ attitudes towards team work with special education teachers. I also wanted to check what kind of experience they have with this particular teaching approach. I conducted a quantitative study, shaped as a survey of 105 lower secondary level teachers from the region of Pomurje. The acquired data was statically processed with SPSS programme. The obtained results of the survey get the insight into the existing educational practice of team work with special education teachers in the Pomurje region. The results show that lower secondary level teachers have a positive attitudes and experience of team work with special education teachers. The advantages of team work teachers identified were mostly connected with students learning progress as well with their own professional growth.

• Ključne besede: primary school, osnovna šola