20.500.12556/RUL-100191 Znanje učiteljev o motnji pozornosti in hiperaktivnosti ter samoocena stresa poročilo o raziskavi Teachers knowledge of attention deficit hyperactivity disorder and self stress evaluation research report Uvod: Inkluzija otrok z motnjo pozornosti in hiperaktivnosti od učiteljev zahteva posebna znanja. Ker so učitelji pogosto prvi, ki opazijo in identificirajo otroke z motnjo pozornosti in hiperaktivnosti, je pomembno, da imajo dovolj znanja o simptomih in znakih, vzrokih in zdravljenju te motnje. Znanje učiteljev o motnji pozornosti in hiperaktivnosti pomembno vpliva na stres, ki ga doživljajo pri delu z učenci z motnjo. Le ti poročajo o večjem stresu pri obravnavi učencev, ki imajo to motnjo. Namen: Želeli smo ugotoviti, kakšno je znanje osnovnošolskih učiteljev o značilnostih motnje pozornosti in hiperaktivnosti, obravnavi otrok z to motnjo, ter kolikšno stopnjo stresa občutijo pri poučevanju. Metode dela: Na vse slovenske osnovne šole smo poslali povezavo do spletne ankete, ki je vsebovala 54 vprašanj. Z anketo pridobljene podatke smo s pomočjo programa za statistično analizo prikazali deskriptivno, hipoteze pa potrdili z analizo varianc in Spearmanovim koficientom. Rezultati: V raziskavi je sodelovalo 412 osnovnošolskih učiteljev. Rezultati kažejo, da je znanje učiteljev o simptomih in karakteristikah dokaj visoko, saj so v 68,94 % odgovorili pravilno, manj znanja so učitelji pokazali pri odgovorih o vzrokih, prognozi in zdravljenju. Ugotovili smo tudi, da je za učitelje poučevanje otrok z to motnjo bolj stresno. Razprava in sklep: Ugotovili smo, da učitelji prepoznajo simptome in karakteristike motnje pozornosti in hiperaktivnosti, slabše pa prepoznavajo vzroke, prognozo in možnosti zdravljenja. Prišli smo do ugotovitev, da je za učitelje poučevanje otrok z motnjo pozornosti in hiperaktivnosti stresno, predvsem kadar poučujejo v težavnih in hrupnih razredih z veliko učencev. Učitelji se vsakodnevno srečujejo z otroci in jih opazujejo ter primerjajo med seboj, zato so kot osebe zelo pomembni pri prepoznavanju otrok z motnjo pozornosti in hiperaktivnosti. Ker je večina učiteljev navedla, da imajo ob soočenju z otroci z motnjo pozornosti in hiperaktivnosti na šoli podporo strokovnjakov, bi bilo dobro te strokovnjake bolj vključiti v obravnavo otrok s to motnjo. Prav tako pa bi bile potrebne spremembe sedanjega šolskega ter zdravstvenega sistema, ki bi podpirale razvoj modela šolske medicinske sestre pri obravnavi otrok z motnjo pozornosti in hiperaktivnosti. Introduction: Inclusion of children with attention deficit/hyperactivity disorder requires special knowledge from teachers. Because teachers are often the first to notice when identifying children with attention deficit/hyperactivity disorder it is important to have sufficient knowledge about the symptoms, causes, and treatment of disorder. Teachers' knowledge of attention deficit/hyperactivity disorder has a significant impact on the stress they experience when dealing with students with attention deficit/hyperactivity disorder. Teachers report more stress in dealing with pupils with disabilities. Purpose: We wanted to find out what is knowledge of primary school teachers about the characteristics of attention deficit/hyperactivity disorder, treatment of children with attention deficit/hyperactivity disorder, and how much stress they experience while teaching. Methods: We sent a link to the online survey to all Slovenian elementary schools. The survey contained 54 questions. The surveyed data were presented descriptively using the Statistical Analysis. We confirmed our hypothesis using analysis of variance and Spearman correlation coefficient Results: 412 primary school teachers participated in the research. The results show that teachers' knowledge of symptoms and characteristics is fairly high, as 68.94% responded correctly; less knowledge was shown by teachers in response to causes, prognosis and treatment. We also found that for teachers, teaching children with attention deficit/hyperactivity disorder is more stressful. Discussion and conclusion: We found that teachers recognize the symptoms and characteristics of attention deficit/hyperactivity disorder but are less likely to recognize the causes, prognosis and treatment options. We concluded that for teachers, teaching children with the disorder is stressful, especially when they are in difficult and noisy classes with many students. Teachers meet children every day and watch and compare each other, so they are very important in identifying children with attention deficit/hyperactivity disorder. Since most teachers have indicated that they have the support of professionals in dealing with children with attention deficit/hyperactivity disorder at school, it would be good for these professionals to be more involved in treating children with this disorder. Likewise, changes to the current school and health system would be needed to support the model of school nurse when dealing with children with attention deficit/hyperactivity disorder. otrok poučevanje medicinska sestra simptomi znaki children teaching nurse simptoms characteristics true false false Slovenski jezik Angleški jezik Diplomsko delo/naloga 2018-03-14 07:45:45 2018-03-14 07:45:50 2022-08-24 17:22:53 0000-00-00 00:00:00 2018 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 81916 5409387 3224.pdf 3224.pdf 1 689993B4CA78FECE282A15F9BFB2C23B 50341536e5d33d289cb96482785f20724003b2b5871bc501f95bfdd09582deaa b0b6c524-a1b4-11eb-a523-00155dcfd717 20.500.12556/rul/aea31b4c-c671-4b90-8d8a-05aa6c7d2381 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=109876 Zdravstvena fakulteta 0 0 0