Učenci z motnjo pozornosti in hiperaktivnosti pri pouku zgodovine v osnovni šoli

Lipar, Lara (avtor), Trškan, Danijela (mentor), Jeznik, Katja (mentor)

Namen magistrske naloge je bil ugotoviti, v kolikšni meri se vzpostavlja inkluzivno okolje za učence z ADHD pri pouku zgodovine. Pri tem smo se osredotočili na njihove težave pri pouku zgodovine ter na načine, s katerimi lahko učitelj zgodovine ter izvajalec dodatne strokovne pomoči pripomoreta k čim boljši uspešnosti učencev z ADHD pri pouku zgodovine. Ugotovili smo, da šolsko okolje za učence z ADHD predstavlja velik izziv in vpliva na kakovost njihovega življenja. Zato je pomembno, da strokovni delavci v šoli vzpostavljajo inkluzivno okolje, obravnava učencev z ADHD pa naj bo čim bolj celostna. Intervjuji z učiteljico zgodovine, dvema učencema z ADHD ter dvema izvajalka dodatne strokovne pomoči so pokazali, da je pomembno sodelovanje vseh vpletenih v pedagoški proces. Izvajanje DSP poteka predvsem individualno in izven razreda, kar ovira čustveni in socialni razvoj učencev z ADHD. Smernice in literatura, ki je namenjena učiteljem zgodovine za načrtovanje in izvajanje pouka zgodovine za učence z ADHD je skromna, ker učence z ADHD uvrščamo v različne skupine učencev s posebnimi potrebami. Zato je sodelovanje učiteljev zgodovine s šolsko svetovalno službo, drugimi učitelji, starši, zunanjimi strokovnjaki in učenci z ADHD izrednega pomena.

• Jezik: Slovenski jezik
• Ključne besede: ADHD, pouk zgodovine, inkluzija učencev z ADHD, DSP za učence z ADHD, osnovna šola, vpliv okolja
• Vrsta gradiva: Magistrsko delo/naloga
• Organizacija: FF - Filozofska fakulteta
• Leto izida: 2022
• PID: 20.500.12556/RUL-137639
• Datum objave v RUL: 24.06.2022

LIPAR, Lara, 2022, Učenci z motnjo pozornosti in hiperaktivnosti pri pouku zgodovine v osnovni šoli [na spletu]. Magistrsko delo. [Dostopano 17 marec 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=137639

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Pupils with Attention Deficit Hyperactivity Disorder at History Lessons in Primary School

Izvleček

The purpose of the master's thesis was to determine the extent to which an inclusive environment is established for students with Attention Deficit Hyperactivity Disorder (ADHD) at history lessons. In doing so, we focused on their difficulties in learning history and on the ways in which a history teacher and provider of additional professional assistance for pupils can contribute to the best possible performance of pupils with ADHD in history learning. We found that the school environment is challenging for pupils with ADHD and affects their quality of life. It is therefore important that school professionals create an inclusive environment and that the treatment of students with ADHD is as comprehensive as possible. Interviews with a history teacher, two students with ADHD and two providers of additional professional assistance for pupils showed that the participation of all those involved in the educational process is important. The implementation of additional professional assistance takes place mainly individually and outside the classroom, which hinders the emotional and social development of pupils with ADHD. Guidelines and literature for history teachers to plan and conduct history lessons for pupils with ADHD are rare because we place them in different groups of pupils with special needs. Therefore, the collaboration of history teachers with the school consulting service, other teachers, parents, external experts and pupils with ADHD is of a great importance.

• Ključne besede: ADHD, history lessons, inclusion of pupils with ADHD, additional professional assistance for pupils with ADHD, primary school, impact from the environment