Podpora učencem z zmernimi, težjimi in težkimi motnjami v duševnem razvoju s pridruženo depresijo v posebnem programu vzgoje in izobraževanja

Gotovnik, Anja (avtor), Žgur, Erna (mentor)

Duševne motnje pomembno vplivajo na posameznikovo celostno delovanje in kvaliteto življenja. Pri osebah z motnjami v duševnem razvoju (v nadaljevanju MDR) se duševne motnje pojavljajo še pogosteje, saj spadajo med skupine oseb, ki so za pojav le-teh še bolj dovzetne. V magistrskem delu želimo pozornost nameniti otrokom in mladostnikom z zmernimi, težjimi in težkimi MDR (v nadaljevanju ZTTMDR) in depresijo, ki spada med najpogostejše duševne motnje. Osrednja tema magistrskega dela je pomoč in podpora učencem z ZTTMDR in depresijo, ki obiskujejo posebni program vzgoje in izobraževanja (v nadaljevanju PPVIZ). V teoretičnem delu smo s pomočjo strokovne literature predstavili, kaj so MDR, kako se razlikujejo od duševnih motenj, podrobneje pa smo predstavili še depresijo. V nadaljevanju smo se usmerili tudi na sopojavnost ZTTMDR in depresije pri otrocih in mladostnikih ter možne oblike podpore oz. pomoči. V raziskovalnem delu magistrskega dela smo vpliv sopojavnosti ZTTMDR in depresije pri učencih v PPVIZ ter načine podpore raziskovali s pomočjo vprašalnika, namenjenega specialnim in rehabilitacijskim pedagogom v posebnih programih vzgoje in izobraževanja. Na vprašalnik je odgovorilo 49 specialnih in rehabilitacijskih pedagoginj. Zanimalo nas je, kako pogosta je sopojavnost v šolskem prostoru pri nas, kako le-ta vpliva na delovanje otrok oz. mladostnikov v šolskem prostoru, kakšne oblike podpore se pri nas pojavljajo v času vzgoje in izobraževanja in kakšna je pri tem vloga specialnega in rehabilitacijskega pedagoga. Rezultati opozarjajo na prepletanje ZTTMDR in duševnih motenj ter na pomen sodelovanja med strokovnjaki in starši pri delu z otroki in mladostniki z MDR ter duševnimi motnjami. Vprašani depresijo najpogosteje opažajo pri učencih z zmernimi MDR in pri starosti 15–20 let. Najpogosteje so ti učenci v šoli slabo razpoloženi, najredkeje pa specialni pedagogi pri njih opažajo kričanje ali jok. Kot najpogostejši atipični simptom depresije se je pri teh učencih pokazalo neželeno vedenje. Ti učenci so pri nas najpogosteje deležni individualne podpore in pomoči s strani šole, pogosta pa je pri njih tudi uporaba medikamentozne terapije. V podporo tem učencem se najpogosteje vključujejo specialni in rehabilitacijski pedagogi, ki najpogosteje uporabljajo individualne prilagoditve pouka.

• Jezik: Slovenski jezik
• Ključne besede: sopojavnost
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2021
• PID: 20.500.12556/RUL-134117
• COBISS.SI-ID: 90619139
• Datum objave v RUL: 29.12.2021

GOTOVNIK, Anja, 2021, Podpora učencem z zmernimi, težjimi in težkimi motnjami v duševnem razvoju s pridruženo depresijo v posebnem programu vzgoje in izobraževanja [na spletu]. Magistrsko delo. [Dostopano 5 maj 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=134117

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Supporting pupils with moderate, severe and profound intellectual disabilities with comorbid depression in a special education programme

Izvleček

Mental disorders have an important impact on an individual's functioning as a whole and his quality of life. In individuals with intellectual disabilities mental disorders are even more common, as they are a part of a group which is even more susceptible to this comorbidity. In the Master’s thesis, we would like to dedicate more attention to children and adolescents with moderate, severe and profound intellectual disabilities and comorbid depression, which is one of the most common mental disorders. The main theme of this Master’s thesis is the help and support for the pupils with moderate, severe and profound intellectual disabilities and depression, who are included in a special education programme. By leaning on literature we presented in the theoretical part what intellectual disabilities are, how they differ from mental disorders, but we also presented in more detail what depression is. Furthermore, we focused on depression and its comorbidity with intellectual disabilities in children and adolescents with moderate, severe and profound intellectual disabilities and different possible forms of support for these pupils. In the empirical part of the Master’s thesis we explored the comorbidity of intellectual disabilities and depression in pupils in special education programme and the different forms of help and support, with the help of a questionnaire, intended for special and rehabilitation pedagogues, who work in special education programmes. We gathered 49 special and rehabilitation pedagogues’ responses. In the anonymous survey, we asked about the frequency of the mentioned comorbidity in the special education programme, how this comorbidity affects the functioning of pupils at school, what different forms of help and support they provide and what is the role of special and rehabilitation pedagogue in this process. The results point out that comorbidity of intellectual disabilities and mental disorders in children and adolescents in special education programme are intertwined, and they also highlight the importance of collaboration between different experts who work with the pupils and their parents. The surveyed special and rehabilitation pedagogues most frequently notice depression in pupils with moderate intellectual disabilities between ages 15 and 20. Most often these pupils are in bad mood, but only rarely special pedagogues notice them crying or yelling. Undesirable behaviour was the most common atypical symptom of depression in these pupils. The most common form of support for these pupils turned out to be individual support at school, although medication for depression is also used fairly often. Special and rehabilitation pedagogues are most often the ones who are included in the support for these pupils and most often they use individual adjustments for each pupil inside the classroom.

• Ključne besede: comorbidity