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Učenci z motnjami avtističnega spektra v osnovni šoli : diplomsko delo
Kopun, Amanda (Author), Kavkler, Marija (Mentor) More about this mentor... This link opens in a new window, Košak Babuder, Milena (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/id/eprint/2940 This link opens in a new window

Abstract
Diplomsko delo obsega predstavitev Aspergerjevega sindroma in strategije poučevanja učencev z Aspergerjevim sindromom. Prikazuje raziskavo o poznavanju Aspergerjevega sindroma osnovnošolskih učiteljev, ki imajo pri delu izkušnje z učenci z Aspergerjevim sindromom in tistimi, ki izkušenj nimajo. Zajema analizo treh intervjujev v katerih so prikazane značilnosti oseb z Aspergerjevim sindromom. Med motnje avtističnega spektra spada več oblik motenj, prav tako tudi Aspergerjev sindrom. Aspergerjev sindrom je vseživljenjska motnja. Je ena izmed oblik motenj avtističnega spektra, ki jo ima eden oz. dva otroka v populaciji in je pogostejša pri dečkih. Njihov razvoj poteka drugače kot razvoj vrstnikov, predvsem na področju odnosov in komunikacije z drugimi. Učenci z Aspergerjevim sindromom so lahko vključeni v osnovno šolo, vendar pri šolskem delu potrebujejo prilagoditve za lažje usvajanje učne snovi. V teoretičnem delu diplomskega dela so predstavljeni razlaga o Zakonu o usmerjanju otrok s posebnimi potrebami, definicija, zgodovina, vzroki za nastanek in diagnoza Aspergerjevega sindroma. Sledijo značilnosti Aspergerjevega sindroma. Na koncu tega dela so predstavljene strategije in prilagoditve za poučevanje učencev z Aspergerjevim sindromom. Namen diplomskega dela je bil odkriti morebitne razlike poznavanja Aspergerjevega sindroma med osnovnošolskimi učitelji, ki imajo izkušnje s poučevanjem učencev z Aspergerjevim sindromom, in tistimi, ki izkušenj nimajo. Prav tako pa ugotoviti povezavo z značilnostmi oseb, ki imajo Aspergerjev sindrom, in teorijo o Aspergerjevem sindromu. V empiričnem delu je zajeta analiza rezultatov, pridobljenih z anketnim vprašalnikom, nato pa analiza strukturiranih intervjujev. V raziskavo je bilo vključenih 92 osnovnošolskih učiteljev, ki so odgovarjali na anketna vprašanja. Predstavljene so razlike v poznavanju Aspergerjevega sindroma med učitelji, ki poučujejo na osnovni šoli, kjer imajo vključenega vsaj enega učenca z Aspergerjevim sindromom, in tistimi, ki poučujejo na osnovnih šolah, kjer nimajo vključenega nobenega učenca z Aspergerjevim sindromom. Prikazani so rezultati, kako učitelji, ki delajo z učenci z Aspergerjevim sindromom, prilagajajo pouk in koliko se počutijo usposobljeni, da bi rešili težave, ki jih lahko ima učenec s tem sindromom. Pri strukturiranem intervjuju so sodelovali starši učenca z Aspergerjevim sindromom, učiteljica, ki poučuje učenca s tem sindromom, in srednješolka, ki ima Aspergerjev sindrom. Analiza intervjujev prikazuje primerjavo med diagnostičnimi kriteriji za diagnosticiranje Aspergerjevega sindroma in značilnostmi predstavljenih oseb z Aspergerjevim sindromom v intervjujih. Iz rezultatov anketnega vprašalnika je razvidno, da se znanje učiteljev, ki imajo izkušnje z učenci z Aspergerjevim sindromom, razlikuje od učiteljev, ki izkušenj z njimi nimajo. Učitelji, ki imajo izkušnje s tovrstnimi učenci, jim prilagajajo šolsko delo na različne načine. Svetovalni delavci nudijo učiteljem zadostno pomoč in nasvete. Učitelji z izkušnjami se počutijo dovolj usposobljeni za delo z učenci z Aspergerjevim sindromom, tisti brez izkušenj pa ne. Rezultati intervjujev so pokazali, da imajo predstavljene osebe lastnosti, ki so opredeljene z diagnostičnimi kriteriji za diagnosticiranje Aspergerjevega sindroma.

Language:Slovenian
Keywords:Aspergerjev sindrom, motnje avtističnega spektra, inkluzija, strategije poučevanja
Work type:Undergraduate thesis (m5)
Tipology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Year:2015
Publisher:[A. Kopun]
Number of pages:IX, 126 str.
UDC:376.1:616.896(043.2)
COBISS.SI-ID:10641225 Link is opened in a new window
Views:871
Downloads:128
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Secondary language

Language:English
Title:Pupils with Autism spectrum disorders in primary school
Abstract:
The thesis includes the presentation of Asperger syndrome and strategies for teaching students with Asperger syndrome. It shows the survey on knowledge of Asperger syndrome among primary school teaches with experience and teachers with no experience in working with pupils with Asperger syndrome. It also includes the analysis of three interviews in which the characteristics of people with Asperger syndrome are presented. There are several autism spectrum disorders and the Asperger syndrome is one of them. It is a life time disorder. It is an autism spectrum disorder that affects one to two children out of 1000 and affects boys more often. The development of these children differs from the development of their peer. It is characterized by significant difficulties in social interaction and communication with others. Pupils with Asperger syndrome can be included in elementary schools, but they need help and adjustments to help them acquire subject matters. The theoretical part of the thesis deals with the Act for placement of children with special needs, definition of special needs, history, causes and diagnosis of Asperger syndrome. The description of the Asperger syndrome follows. At the end teaching strategies and adjustments for teaching children with Asperger syndrome are presented. The aim of the thesis was to establish the differences in knowledge between elementary school teachers with experience in teaching pupils with Asperger syndrome and teachers without such experience. Another aim was to establish the connection between the characteristics of people with Asperger syndrome and the theory of the Asperger syndrome. The empirical part deals with the analysis of the questionnaire results and the analysis of structured interviews. 92 elementary school teachers were included in the research. There is the difference in knowledge between teachers, who work in schools with at least one pupil with the Asperger syndrome, and the teachers with no such experience. The presented results show how teachers adjust their teaching techniques and strategies and how competent they feel to help students overcome the difficulties caused by the Asperger syndrome. Parents of a pupil with the Asperger syndrome, a teacher, teaching the pupil with the syndrome and a high school student with Asperger syndrome participated in the structured interviews. The analysis of the interviews shows the comparison between the diagnostic criteria for the diagnosis of Asperger syndrome and characteristics of presented people with Asperger syndrome in interviews. It is evident from the results of the questionnaire that the knowledge of teachers with experience with students with Asperger syndrome differs from the knowledge of teachers with no such experience. Teachers, working with pupils with Asperger syndrome, adjust their school work and teaching techniques in different ways. Counsellors provide them with sufficient help and advice. Teachers with experiences feel confident enough in teaching a pupil with Asperger syndrome – opposite to those with the lack of such experience. The results of the interviews show that the people involved have the characteristics that are defined by the diagnostic criteria for the diagnosis of Asperger syndrome.

Keywords:inclusion

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