Izvajanje dodatne strokovne pomoči specialnih in rehabilitacijskih pedagogov v osnovni šoli in njihovo sodelovanje z učitelji : magistrsko delo

Mulec, Sabina (avtor), Valenčič Zuljan, Milena (mentor), Košak Babuder, Milena (komentor)

V sodobnem vzgojno-izobraževalnem procesu je ena izmed pomembnih idej tudi inkluzija. Prav v inkluzivnem pristopu je za optimalen razvoj otrok s PP, ki so vključeni v redni program osnovne šole, ključnega pomena sodelovanje med učiteljem ter specialnim in rehabilitacijskim pedagogom. S strokovnim sodelovanjem lahko veliko prispevata h kakovostnejšemu vzgojno-izobraževalnemu procesu. Eden izmed izzivov, ki ga s seboj prinaša ideja inkluzije, je tudi skrben strokovni premislek o vključevanju različnih aktivnosti, načinov dela in pristopov v pouk. Učitelj lahko skupaj s specialnim in rehabilitacijskim pedagogom v svojo poučevalno prakso vpelje tudi sodelovalno (kooperativno) poučevanje, s katerim lahko zadovolji raznolike posebne potrebe učencev v razredu, prav tako pa tak način dela spodbuja profesionalni razvoj učiteljev in specialnih in rehabilitacijskih pedagogov. Osrednji namen magistrskega dela je bil ugotoviti, kako specialni in rehabilitacijski pedagogi doživljajo sodelovanje z učitelji pri izvajanju dodatne strokovne pomoči v osnovni šoli. Podatke smo pridobili s pomočjo anketnega vprašalnika, ki smo ga oblikovali za našo raziskavo. V raziskavi je bila uporabljena deskriptivna in kavzalno neeksperimentalna metoda pedagoškega raziskovanja. Uporabili smo kvantitativni raziskovalni pristop. Vzorec predstavlja 52 specialnih in rehabilitacijskih pedagogov. Rezultati kažejo, da sodelovanje specialnih in rehabilitacijskih pedagogov z učitelji še zmeraj ni na takšni ravni, kot bi si mnogi želeli. Rezultati naše raziskave kažejo, da učitelji po mnenju specialnih in rehabilitacijskih pedagogov, le-teh pogosto ne vidijo kot svojih zaveznikov, pogosto niso pripravljeni timsko sodelovati, še manj pa timsko načrtovati in izvajati posamezne učne ure. Učitelji raje vidijo, da se ure dodatne strokovne pomoči izvajajo izven razreda. Tudi specialni pedagogi se tej ideji učiteljev v večini prilagodijo in dodatno strokovno pomoč v veliki večini izvajajo individualno in izven razreda. Rezultati kažejo, da se ponekod pojavljajo tudi oblike sodelovalnega (kooperativnega) poučevanja, a v večini gre za pristope, pri katerih je specialni in rehabilitacijski pedagog v podporni vlogi. Ugotovili smo, da si specialni pedagogi želijo več aktivnega sodelovanja z učitelji. Ugotovitve kažejo, da specialnim in rehabilitacijskim pedagogom največjo oviro pri izvajanju sodelovalnega (kooperativnega) poučevanja z učiteljem predstavlja čas.

• Jezik: Slovenski jezik
• Ključne besede: specialni in rehabilitacijski pedagogi, učitelji, dodatna strokovna pomoč, sodelovanje, sodelovalno oz. kooperativno poučevanje
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [S. Mulec]
• Leto izida: 2018
• Št. strani: 71 str., [11] str. pril.
• PID: 20.500.12556/RUL-104145
• UDK: 376(043.2)
• COBISS.SI-ID: 12116041
• Datum objave v RUL: 10.12.2018

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: The implementation of additional professional assistance by special education teachers in elementary school and their collaboration with teachers

Izvleček

Inclusion is one of the important ideas in the modern education process. Cooperation between teachers and special education teachers is of key importance for the optimal development of children with special needs included into regular primary school program, particularly with the inclusion approach. With professional cooperation teachers and special education teachers can contribute greatly to a higher quality of education process. One of the challenges inclusion brings is also a careful expert judgement regarding the inclusion of alternative methods, activities and approaches into the education practice. A teacher can implement his teaching practice through collaborative or co-teaching with the special education teacher and thus satisfy the diverse special needs of children in the class and also encourage professional development of teachers and special education teachers. The main objective of the master’s degree was to determine how special education teachers experience cooperation with teachers when implementing extra professional support in primary school. Data was collected with a questionnaire prepared for the research. Descriptive and causal non-experimental method of educational research was used. A quantitative and qualitative research approach was used. Sample was 52 special education teachers. Results show that cooperation between special education teachers and teachers is still not on a level that many would desire. Our results show, that in the opinion of special education teachers, teachers often don’t view them as supporters, are often not prepared for team work and even less for team planning and implementing individual lessons. Teachers prefer that extra professional support is implemented outside the classroom. Special education teachers mostly adapt to this idea and the majority of extra professional support is implemented individually and outside the classroom. Results show some forms of cooperative teaching, but those are mostly approaches where the special education teacher is in the supporting role. We have determined that special education teachers want more active cooperation with teachers and that time is the biggest difficulty for the special education teachers.

• Ključne besede: backward child, otrok s posebnimi potrebami