20.500.12556/RUL-184086 Učinkovitost programa za razvijanje izvršilnih funkcij pri učencih s primanjkljaji na posameznih področjih učenja magistrsko delo Effectiveness of an executive function development programme for pupils with specific learning difficulties Sodobnejša spoznanja s področja nevrologije in nevropsihologije vse pogosteje izpostavljajo pomen izvršilnih funkcij (v nadaljevanju IF), zaradi česar je ta tema vse pogosteje predmet raziskav tudi na področju vzgoje in izobraževanja otrok s posebnimi potrebami. IF zajemajo širok spekter veščin, ki pomembno vplivajo na izobraževalno uspešnost vseh učencev, še zlasti učencev s primanjkljaji na posameznih področjih učenja (v nadaljevanju PPPU). Učenci s PPPU imajo na področju IF pogosto izrazite težave, kar pomembno znižuje njihovo učno uspešnost in prav tako vpliva na razvoj vsakodnevnih spretnosti. Za nadaljnjo uspešno obravnavo in pomoč učencem s PPPU je zato nujno poznavanje in razumevanje IF, saj lahko z njihovo ustrezno rabo učenci s PPPU v večji meri kompenzirajo primarne primanjkljaje. Namen magistrskega dela je bil oblikovati in izvesti program za razvijanje IF z elementi koučinga. V program sta bila vključena dva učenca s PPPU iz tretjega vzgojno-izobraževalnega obdobja osnovne šole, ki imata po oceni specialne in rehabilitacijske pedagoginje na področju IF izrazitejše primanjkljaje. V raziskavi so sodelovali specialna in rehabilitacijska pedagoginja, dva učitelja, ki poučujeta posameznega učenca, in starši učencev, ki so pred začetkom programa za razvijanje IF z elementi koučinga in po njem s pomočjo vprašalnikov podali informacije o učencih, njunem funkcioniranju v učnih in drugih situacijah. Učenca eksperimentalne skupine sta pred začetkom in po koncu izvedbe programa za razvijanje IF z elementi koučinga izpolnila vprašalnik o IF. Za opazovanje vedenja učencev in rabe učnih strategij v razredni situaciji smo pred začetkom programa in po njem uporabili anekdotski zapis. Za ugotavljanje težav pri določenih kognitivnih in šolskih spretnosti smo uporabili posamezne podteste preizkusa SNAP (Profil ocene posebnih potreb). V času programa IF je specialna in rehabilitacijska pedagoginja beležila dejavnosti, ki jih je izvajala v okviru individualnih obravnav z učencema. Po izvedbi programa smo preverili napredek učencev na področju IF z vprašalniki, ki so jih izpolnili specialna in rehabilitacijska pedagoginja, učitelji, učenca in njuni starši. Program IF je obsegal okvirno 30 srečanj, izvedba je potekala individualno na osnovni šoli, ki jo učenca obiskujeta, in sicer 3-krat tedensko po 20-45 minut. Program za razvijanje IF z elementi koučinga je bil usmerjen v razvijanje tistih IF, za katere so bili pri učencih ob začetnem preverjanju ugotovljeni izrazitejši primanjkljaji. Kontrolno skupino sta sestavljala dva učenca s PPPU s sopojavljajočimi primanjkljaji IF, ki v program nista bila vključena. Učenca kontrolne skupine sta izpolnila vprašalnik o IF za učence pred programom in po njem, prav tako so vprašalnik o IF izpolnili specialna in rehabilitacijska pedagoginja, učitelji ter starši. Po izvedbi programa IF sta učenca eksperimentalne skupine imela v večini dimenzij šibkih IF nekoliko višje ocene kot ob prvem merjenju. Napredek po izvedbi programa IF, ki ga lahko interpretiramo kvalitativno, sta potrdila tudi učenca eksperimentalne skupine. Rezultati izvedene študije primera potrjujejo kompleksnost in zapletenost področja izvršilnih funkcij. Učenci s PPPU imajo poleg primarnih primanjkljajev pogosto težave na področju izvršilnega funkcioniranja, kar se odraža predvsem v tretjem vzgojno-izobraževalnem obdobju osnovnošolskega izobraževanja, ko postanejo šolske zahteve kompleksnejše in se od učencev pričakuje vse več samostojnosti. V izvedeni študiji primera se razlikujejo tudi ocene IF s strani različnih ocenjevalcev, kar kaže na to, da se lahko razvitost IF v različnih okoljih kaže na različne načine. Izveden program za razvijanje IF z elementi koučinga je učencema eksperimentalne skupine pomagal doseči zastavljene cilje, pri čemer njegovega dolgoročnega učinka nismo preverjali. Recent developments in neurology and neuropsychology increasingly emphasise the importance of executive functions (hereafter EF), which is why this topic is now more frequently researched in the education of children with special needs. EF encompass a wide range of skills that significantly affect the educational success of all pupils, particularly those with specific learning difficulties (hereafter SLD). Pupils with SLD often experience marked difficulties with EF, which considerably reduces their learning success and also affects the development of basic skills. For effective support and further discussion regarding pupils with SLD, it is therefore essential to be familiar with and understand EF, as appropriate use enables pupils with SLD to compensate for primary deficits to a greater extent. The aim of the master's thesis was to design and implement a programme for EF development incorporating elements of coaching. Two pupils with SLD from the third educational cycle of primary school participated in the programme, both of whom were assessed by the special and rehabilitation pedagogue as having distinct deficits in EF. The research involved the special and rehabilitation pedagogue, the two pupils’ teachers, and their parents, who provided information on the pupils and their functioning in learning and other situations before and after the EF development programme with coaching elements, using questionnaires. The pupils in the experimental group completed a questionnaire on EF before and after the EF development programme with coaching elements. To observe the pupils’ behaviour and use of learning strategies in the classroom before and after the programme, we used anecdotal records. To identify difficulties in specific cognitive and academic skills, we used individual subtests from the SNAP (Special Needs Assessment Profile) test. During the EF programme, the special and rehabilitation pedagogue recorded the activities she implemented during individual sessions with the pupils. After the programme, we assessed the pupils’ progress in EF using questionnaires completed by the special and rehabilitation pedagogue, teachers, pupils, and their parents. The EF programme included approximately 30 meetings with individual pupils at the school, held three times a week for 20–45 minutes. The EF development programme, incorporating elements of coaching, focused on developing EF, where initial testing of pupils indicated more significant deficits. The control group consisted of two pupils with SLD and additional EF deficits who did not participate in the programme. Pupils in the control group completed the EF questionnaire for pupils before and after the programme, as did the special and rehabilitation pedagogue, teachers, and parents. After the EF development programme with coaching elements, the pupils in the experimental group had slightly higher scores in most dimensions of weak IF than at the first measurement. The progress after the EF programme, which can be interpreted qualitatively, was also confirmed by the pupils in the experimental group. The results of the case study confirm the complexity and intricacy of executive functions. Pupils with SLD, in addition to primary deficits, frequently experience difficulties with executive functioning, which is particularly evident in the third educational cycle of primary education, when school requirements become more complex and pupils are expected to be more independent. The case study shows differences in EF assessments from different assessors, suggesting that EF development may vary across environments. Implementing the EF development programme with elements of coaching helped the pupils in the experimental group to achieve set goals, but we did not test its long-term effects. otroci s posebnimi potrebami vzgoja in izobraževanje oseb s posebnimi potrebami učenci s primanjkljaji na posameznih področjih učenja izvršilne funkcije razvijanje izvršilnih funkcij koučing pupils with specific learning difficulties executive functions executive functions development coaching true false false D. Küplen Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-06-26 08:30:06 2026-06-26 08:30:26 2026-06-29 13:10:46 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 124 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376(043.2) 205429 282959619 52067.pdf 52067.pdf 1 25334B30731EDDAA18212D599E6C3FA5 e2700efbb129a0e61fc32ce449cd97207467d69a81a9837b6aef5794ace8921e 7029fd78-7128-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=236551 Pedagoška fakulteta 0 0 0