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Sodelovanje med specialnim in rehabilitacijskim pedagogom in učiteljem športa pri poučevanju učencev s posebnimi potrebami in njun profesionalni razvoj
Zelič, Maja (Avtor), Košak Babuder, Milena (Mentor) Več o mentorju... Povezava se odpre v novem oknu, Valenčič Zuljan, Milena (Komentor)

URLURL - Predstavitvena datoteka, za dostop obiščite http://pefprints.pef.uni-lj.si/6037/ Povezava se odpre v novem oknu

Izvleček
V redni program osnovne šole je vključenih vse več učencev, ki so usmerjeni kot učenci s posebnimi potrebami. Ti učenci imajo primanjkljaje na izobraževalnem, gibalnem, organizacijskem in socialnem področju, zaradi česar so upravičeni do prilagoditev in dodatne strokovne pomoči. Za celostno obravnavo učencev in njihov optimalni napredek v učnem procesu je pomembno timsko sodelovanje pedagoških delavcev. Predvsem je pomembno sodelovanje med specialnimi in rehabilitacijskimi pedagogi, ki v to sodelovanje vstopajo s svojimi specifičnimi znanji o strategijah in naravi posebnih potreb, in učitelji, ki v razredu poučujejo učenca. V magistrskem delu smo preverili, kakšno je sodelovanje med specialnimi in rehabilitacijskimi pedagogi ter učitelji športa pri poučevanju učencev s posebnimi potrebami. Zaradi dajanja večje pomembnosti izobraževalnim predmetom, so vzgojni predmeti, med katerimi je tudi šport, pogosto zapostavljeni in obravnavani kot manj pomembni. Vendar pa je šport edini predmet, ki se osredotoča na telo ter omogoča skladen bio-psiho-socialen razvoj učencev. Številne gibalne aktivnosti, ki jih učenci izvajajo pri pouku športa, vplivajo na razvoj spretnosti, ki so pomembne za napredovanje pri drugih predmetih. Zaradi tega učenci s posebnimi potrebami pri pouku športa ne smejo biti zanemarjeni kljub njihovim primanjkljajem motorike, stanja čutil, zaznavanja, senzorne integracije, orientacije, psiholoških procesov ter govora in jezika. V raziskavo smo vključili 35 specialnih in rehabilitacijskih pedagogov in 34 učiteljev športa, opravili smo tudi intervju z učiteljico športa, ki je dal vpogled v izkušnjo konkretnega sodelovanja. Raziskava je pokazala, da je večina specialnih in rehabilitacijskih pedagogov in učiteljev športa že sodelovala drug z drugim. Preverili smo tudi, v kolikšni meri učitelji športa prepoznavajo posebne potrebe vključenih učencev, kako ocenjujejo svojo kompetentnost za poučevanje posameznih skupin učencev s posebnimi potrebami in katere prilagoditve najpogosteje uporabljajo pri pouku. Rezultate smo postavili v kontekst profesionalnega razvoja in primerjali, ali obstajajo razlike glede na leta delovne dobe, strokovni naziv in vire pridobljenega znanja. Oblikovali smo tudi izhodišča za poučevanje posameznih skupin učencev s posebnimi potrebami, možne splošne vedenjske posebne potrebe, potrebne učiteljeve spretnosti za prilagajanje pouka in pa področja ter aktivnosti, ki jih lahko razvija specialni in rehabilitacijski pedagog v sklopu individualne strokovne pomoči. Oblikovali smo tudi priporočila za spodbujanje socialne vključenosti učencev pri predmetu šport. Z magistrskim delom želimo osvetliti pomembnost športa kot predmeta, ki učencem s posebnimi potrebami omogoča sprostitev in premagovanje primanjkljajev, ter poudariti pomen sodelovanja med specialnimi in rehabilitacijskimi pedagogi in učitelji športa.

Jezik:Slovenski jezik
Ključne besede:specialni in rehabilitacijski pedagog
Vrsta gradiva:Magistrsko delo/naloga (mb22)
Tipologija:2.09 - Magistrsko delo
Organizacija:PEF - Pedagoška fakulteta
Leto izida:2019
COBISS.SI-ID:12629577  Povezava se odpre v novem oknu
Število ogledov:174
Število prenosov:82
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:Collaboration between a Special Education Teacher and a PE Teacher at Teaching Special Needs Students and Their Professional Development
Izvleček:
In primary schools, an increasing number of schoolchildren who are identified as students with special needs are educated according to the regular school programme. These students show deficits in the areas of education, mobility, organisation and social skills, which entitles them to adjustments and additional professional assistance. For comprehensive treatment of these students and their optimal progress in the learning process, team collaboration of teachers is important, especially the collaboration between special education and rehabilitation teachers, who contribute specific knowledge about strategies and the nature of special needs, and teachers who teach these students in class. This master's thesis examined how well special education and rehabilitation teachers collaborate with physical education (PE) teachers when teaching special-needs students. As more prominence is given to academic subjects often little attention is paid to educational subjects, including PE, which are treated as less important. Nevertheless, PE is the only subject, which focuses on the body and enables consistent biological, psychological and social development of students. Many exercises, which students perform during PE affect the development of skills which are significant for their progress in other subjects. Special-needs students, therefore, should not be overlooked in PE despite the deficits they show in their motoric development, state of sensory faculties, perception, sensory integration, orientation, psychological processes as well as speech and language. Our research included 35 special education and rehabilitation teachers and 34 PE teachers, and an interview with a PE teacher was conducted, which provided an insight into the experience of actual collaboration. The research showed that the majority of special education and rehabilitation teachers and PE teachers have already collaborated with each other. The thesis also examined to what extent the PE teachers acknowledge the special needs of students in their classes, how they assess their competency to teach specific groups of special-needs students, and which adjustments they most often use during lessons. The results were studied in the context of professional development and comparison was made as regards possible differences concerning the length of service, professional title and sources of gained knowledge. Several starting points were formed, i.e. for teaching different groups of special-needs students, possible behavioural special needs and skills necessary for teachers to be able to adjust lessons, as well as areas and activities which can be developed by a special education and rehabilitation teacher in the framework of individual professional assistance. Recommendations for promoting social integration of students during PE lessons were also formed. This master's thesis aims to highlight the significance of PE as a school subject which enables special-needs students to relax and overcome deficits, and to emphasise the importance of collaboration between special education and rehabilitation teachers and PE teachers.

Ključne besede:special education and rehabilitation teacher

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