Kompetentnost in motiviranost spremljevalcev za delo z učenci s posebnimi potrebami : magistrsko delo

Rečnik, Goca (author), Žgur, Erna (mentor)

Spremljevalci učencev s posebnimi potrebami v prilagojenih izobraževalnih programih vzgoje in izobraževanja predstavljajo nepogrešljiv člen, tako za učence, kot tudi za učitelje. Učitelji pogosto od spremljevalcev pričakujejo pomoč, tako pri učnem delu, kot tudi pri pomoči učencu pri osebni higieni, hranjenju oz. pri vseh življenjskih aktivnostih, pri katerih učenec ni popolnoma samostojen. Učitelji se pogosto ne zavedajo, da spremljevalci niso ustrezno usposobljeni za njihovo delo, predvsem, če nimajo izkušenj za delo z učenci s posebnimi potrebami. Ker spremljevalce štejemo za pomembni člen v izobraževanju otrok s posebnimi potrebami, je potrebno, da se tudi sami počutijo dovolj kompetentne za opravljanje svojega dela in da so pri tem tudi ustrezno motivirani ter deležni ustrezne podpore. Z raziskavo v empiričnem delu smo želeli ugotoviti, kako spremljevalci učencev s posebnimi potrebami ocenjujejo svojo kompetentnost in usposobljenost za delo s to populacijo ter kaj jih motivira za opravljanje tega dela. Z vprašalnikom smo zajeli 33 spremljevalcev, ki imajo izkušnje z učenci različnih starosti, ki obiskujejo prilagojene izobraževalne programe: prilagojeni izobraževalni program z enakovrednim izobrazbenim standardom oz. prilagojeni izobraževalni program z nižjim izobrazbenim standardom. Rezultati so pokazali, da spremljevalci niso deležni dovolj izobraževanj, a da hkrati pridobivajo določeno znanje in spretnosti z izkušnjami in znanji, ki jim jih predajajo učitelji. Z izkušnjami na delovnem mestu je hkrati pogojena tudi samoocena kompetentnosti za spremljevalce, ki se predvsem ocenjujejo kot kompetentni za delo za otroke z motnjo v duševnem razvoju, z govorno-jezikovnimi težavami in s primanjkljaji na posameznih področjih učenja. Najdena je povezava med kompetentnostjo in motiviranostjo za delo, saj spremljevalci ocenjujejo, da jih kompetentnost za delo z učiteljem v razredu dodatno motivira in jim tudi daje zagon. Ugotovili smo, da prihaja do razhajanj med nalogami, ki so določene s sistematizacijo delovnega mesta spremljevalcev ter z nalogami, ki jih opravljajo v praksi. Spremljevalci se prav tako zavedajo svojega primanjkljaja v znanju na področju rokovanja, a si hkrati želijo dodatnih izobraževanj in literature. Glede na izsledke raziskave smo tudi oblikovali priporočila za spremljevalce v obliki brošure, ki jim lahko pomaga spoznati specifične primanjkljaje posameznih skupin otrok s posebnimi potrebami. Te informacije bodo pripomogle k temu, da se bodo spremljevalci za opravljanje svojega dela počutili še bolj kompetentne.

• Language: Slovenian
• Keywords: spremljevalci, kompetentnost, motiviranost, učenci s posebnimi potrebami, prilagojeni izobraževalni programi
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: G. Rečnik
• Year: 2024
• Number of pages: 86 str.
• PID: 20.500.12556/RUL-159337
• UDC: 376(043.2)
• COBISS.SI-ID: 200962307
• Publication date in RUL: 06.07.2024

Secondary language

• Language: English
• Title: Competence and motivation of special educational assistants for working with pupils with special needs

Abstract

Special educational assistants in adapted educational programs represents an indispensable link, both for pupils and for the teacher. Teachers often expect assistance from special educational assistants in both academic and personal care aspects, such as personal hygiene, feeding, or any life activities in which the pupil requires aid. Often, they are not aware that special educational assistants may not be adequately trained for their role, especially if they lack experience working with pupils with special needs. Since special educational assistants are regarded as a significant component in the education of children with special needs, it is necessary for them to feel sufficiently competent in carrying out their work and to be adequately motivated and supported in doing so. Through the research in the empirical part, we aimed to determine how special educational assistants of pupils with special needs assess their competence and training for working with this population and what motivates them to perform this work. We surveyed 33 special educational assistants who have experience with pupils of different ages attending adapted educational programs, either with equivalent educational standards or with lower educational standards. The results showed that special educational assistants do not receive enough training, but they also gain certain knowledge and skills through experience and from the knowledge imparted by teachers. Self-assessment of competence for companions is also conditioned by experience in the workplace, particularly as they rate themselves as competent for working with pupils with developmental disorders, speech-language difficulties, and learning deficits. We also identified a correlation between competence and motivation for work, as special educational assistants believe that competence for working with the teacher in the classroom additionally motivates them and gives them extra impetus. In the study itself, we found discrepancies between the systematization of companions' work and practice and that special educational assistants are aware of their lack of knowledge in handling, yet they also desire additional training and literature. Based on the research findings, we also formulated recommendations for special educational assistants in the form of a brochure, which can help them recognize the specific shortcomings of individual groups of children with special needs. This information will contribute to companions feeling even more competent in carrying out their work.

• Keywords: special educational assistants, competence, motivation, pupils with special needs, adapted educational programs