Vloga učencev s primanjkljaji na posameznih področjih učenja pri soustvarjanju individualiziranega programa : magistrsko delo

Šoštarić, Manca (avtor), Košak Babuder, Milena (mentor), Pulec Lah, Suzana (komentor)

Učenci s posebnimi potrebami, med njimi tudi učenci s primanjkljaji na posameznih področjih učenja (v nadaljevanju PPPU), imajo pravico do vključenosti v pripravo in spremljanje individualiziranega programa (v nadaljevanju IP), ki ga zanje pripravi strokovna skupina na šoli. Učitelji in učenci tako postanejo soustvarjalci pri projektu pomoči. Aktivna vloga učencev pri soustvarjanju pomoči vpliva na njeno večjo uspešnost. Pri tem je pomembna tudi vloga strokovnih delavcev, ki učenca pripravijo na aktivno sodelovanje in prevzemanje odgovornosti. V nasprotju s poudarjanjem pomembnosti vključevanja učenca pri načrtovanju pomoči pa so nekatere raziskave pokazale manjšo aktivno vključenost učencev s posebnimi potrebami pri soustvarjanju IP. V empiričnem delu magistrskega dela smo raziskali, kakšna je vloga učencev s PPPU pri pripravi in spremljanju IP ter kakšne so njihove želje glede sodelovanja pri soustvarjanju IP. V kvantitativni raziskavi smo uporabili deskriptivno in kavzalno neeksperimentalno metodo raziskovanja. Podatki so bili pridobljeni s tehniko anketiranja. Uporabili smo nestandardiziran anketni vprašalnik za učence s PPPU, ki je bil oblikovan za namen magistrske raziskave. V vzorec smo zajeli 135 učencev s PPPU iz različnih osnovnih šol v Sloveniji, ki so vključeni v vzgojno-izobraževalni program osnovne šole s prilagojenim izvajanjem in dodatno strokovno pomočjo. Način vzorčenja je bil neslučajnostni, priložnostni in namenski. V raziskavi smo ugotovili, da največ učencev s PPPU kot sodelujočega pri pripravi IP prepozna izvajalca za dodatno strokovno pomoč, najmanj pa učenca, ki mu je IP namenjen. Največ učencev s PPPU verjame, da pozna prilagoditve, ki so zapisane v njihovem IP. Tretjina učencev s PPPU se udeležuje sestankov, ki so namenjeni IP. Skoraj polovica učencev, ki so sodelovali pri vprašanju o vlogi na sestankih, namenjenih IP, tam po njihovem mnenju sodeluje aktivno. V raziskavi smo ugotovili, da največ učencev s PPPU meni, da strokovne delavce pri načrtovanju IP zanima, kaj jim gre dobro in kje imajo težave, pri spremljanju in vrednotenju IP pa, kje težave še vedno vztrajajo. Menijo, da se pri načrtovanju IP najpogosteje upošteva njihovo mnenje o tem, kaj jim pomaga v šoli in pri učenju. Glede na rezultate naše raziskave statistično pomembno več učencev s PPPU drugega vzgojno-izobraževalnega obdobja v primerjavi z drugimi meni, da strokovni delavci upoštevajo njihovo mnenje o tem, ali se bo dodatna strokovna pomoč izvajala v razredu ali izven njega. Raziskava ni pokazala statistično pomembnih razlik glede poznavanja in zadovoljstva z IP med učenci s PPPU, ki aktivno sodelujejo na sestankih za IP, in tistimi, ki sodelujejo pasivno. Ugotovili pa smo, da učenci, ki se udeležujejo sestankov, namenjenih IP, statistično pomembno pogosteje ocenjujejo, da poznajo cilje v svojem IP, kot tisti učenci, ki se tovrstnih sestankov ne udeležujejo. V raziskavi je bilo ugotovljeno, da je večina učencev s PPPU zadovoljnih s svojim IP in želijo v prihodnje sodelovati pri pripravi in spremljanju IP, kar je pogoj za aktivno sodelovanje pri soustvarjanju pomoči. Največ učencev s PPPU želi sodelovati pri vsebinah o svojih težavah in primanjkljajih. V okviru magistrskega dela smo podali tudi priporočila o načinih aktivnega vključevanja učencev pri soustvarjanju IP, ki jih lahko pri svojem delu z učenci uporabljajo strokovni delavci.

• Jezik: Slovenski jezik
• Ključne besede: učenci s primanjkljaji na posameznih področjih učenja, individualizirani program, soustvarjanje, aktivna vloga učenca
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2022
• Št. strani: XV, 101 str.
• PID: 20.500.12556/RUL-143372
• UDK: 376(043.2)
• COBISS.SI-ID: 134721027
• Datum objave v RUL: 17.12.2022

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Role of Students with Severe Specific Learning Disabilities in Co-Designing the Individualized Programme

Izvleček

Students with special needs, including those with severe specific learning disabilities (hereafter referred to as SSLDs), have the right to be involved in the preparation and monitoring of an individualized program (hereafter referred to as IP), prepared for them by the expert team at the school. Teachers and students thus become co-creators of the support project. The students’ active role in the support co-design contributes to its success. The role of the school professionals in preparing the student for active participation and taking responsibility is also important. In contrast to the emphasis on the importance of student involvement in the support planning, some research has shown less active participation of students with special needs in the co-design of the IP. The empirical part of this Master’s thesis investigates students with SSLDs’ role in preparing and monitoring the IP and their preferences regarding participation in the co-creation of the IP. In the quantitative research, we used descriptive and causal non-experimental research methods. The data were collected using a survey technique. We used a non-standardized questionnaire for students with SSLDs, which was designed for this Master's research. The sample consisted of 135 students with SSLDs from different primary schools in Slovenia who are enrolled in an educational program with adapted implementation and additional professional assistance. The sampling method was non-randomized, incidental, and purposive. The study found that most students with SSLDs identified the provider of additional professional assistance as the one involved in the development of the IP, while the student for whom the IP was intended was the least identified. Most students with SSLDs believe they are aware of the adaptations written in their IP. A third of such students attend the meetings dedicated to the IP. Almost half of the students who responded to the question on the role of the IP meetings feel they're actively participating. In the survey, we found that most students with SSLDs think school professionals are interested in what they are doing well and where they are struggling when planning IP, and where they still have trouble when monitoring and evaluating the IP. They feel that their views on what helps them at school and in their learning is most often considered when planning IP. According to our survey results, statistically significantly more students with SSLDs in the second educational stage than others believe school professionals consider their views on additional professional assistance inside or outside the classroom. The survey showed no statistically significant differences in knowledge of and satisfaction with IP between students with SSLDs who actively participate in IP meetings and those who participate passively. However, we found that students who attend IP meetings are statistically significantly more likely to know their IP’s goals than those who do not attend such meetings. The survey found that most students with SSLDs are satisfied with their IP and want to be involved in preparing and monitoring their IP in the future. This is a prerequisite for active participation in the co-creation of support. Most students with SSLDs want to participate in content about their difficulties and disabilities. In the thesis, we have also made recommendations on actively involving students in the co-creation of IPs, which school professionals can use in their work with them.

• Ključne besede: students with severe specific learning disabilities, individualized program, co-designing, active student's role