Ocenjevanje znanja učencev s posebnimi potrebami pri predmetu šport

Lončar, Neža (author), Štemberger, Vesna (mentor), Filipčič, Tjaša (comentor)

Učenci s posebnimi potrebami se vključujejo v različne programe izobraževanja, pri tem pa jim moramo skladno z individualnim načrtom prilagajati tudi ocenjevanje. Učitelji morajo pri tem upoštevati standarde znanja iz učnega načrta ter pri učencu spodbujati njegova močna področja in spodbujati zanimanje za poznejše vseživljenjsko ukvarjanje s športom. Sočasno moramo posamezniku prilagajati učne cilje, vendar skladno s splošno postavljenimi cilji in z njegovim individualnim načrtom. Pomanjkljivost individualnih načrtov učencev s posebnimi potrebami pa je, da v njih ni zapisanih konkretnih prilagoditev ocenjevanja pri predmetu šport. Cilj magistrskega dela je bil ugotoviti, ali učitelji razrednega pouka in športni pedagogi, ki poučujejo učence s posebnimi potrebami v prvem in drugem triletju, prilagajajo kriterije ocenjevanja pri predmetu šport in s tem uresničujejo cilje individualnega načrta ali ocenjujejo vse učence po istih kriterijih. Magistrsko delo je sestavljeno iz teoretičnega in empiričnega dela. V empiričnem delu smo uporabili kvantitativni empirični pedagoški pristop. V vzorec smo vključili 86 učiteljev razrednega pouka in športnih pedagogov, ki so v šolskem letu 2014/15 poučevali predmet šport od 1. do 5. razreda, pri tem pa so poučevali tudi učenca s posebnimi potrebami. Podatke smo obdelali z osnovno deskriptivno statistiko spremenljivk. Izsledki so pokazali, da so glavni cilji ocenjevanja znanja učencev s PP motiviranje in spodbujanje učencev za nadaljnje šolsko delo ter posredovanje informacije o razvoju in napredku, pri ocenjevanju pa dajejo učitelji največ pozornosti napredku učenca. Glede na izsledke so kriteriji ocenjevanja premalokrat prilagojeni učenčevim posebnim potrebam, zato želimo z rezultati spodbuditi učiteljice in učitelje razrednega pouka ter športne pedagoge in vse, ki so prisotni v vzgojno-izobraževalnem procesu učencev s posebnimi potrebami, da so pri svojem delu fleksibilni ter da v največji mogoči meri uresničujejo individualni načrt in spodbujajo celosten učenčev razvoj kljub njegovim oviram, motnjam oz. primanjkljajem.

• Language: Unknown
• Keywords: učenci s posebnimi potrebami
• Work type: Not categorized
• Organization: PEF - Faculty of Education
• Year: 2015
• PID: 20.500.12556/RUL-73088
• COBISS.SI-ID: 10746697
• Publication date in RUL: 13.10.2015

Secondary language

• Language: Unknown
• Title: Assessing learners with special needs in physical education

Abstract

Pupils with special needs are involved in various educational programmes; their assessment needs to be adapted in line with the personal education plan. In this respect, teachers are required to take into account the standards of knowledge from the curriculum and encourage the pupils' stronger areas as well as their interest in lifelong sports activities. Learning goals need to be constantly adapted to the individual yet remain aligned with general goals and the personal education plan. However, personal education plans for pupils with special needs lack concrete guidelines about adapting the assessment for physical education. The goal of the master's thesis was to determine whether first cycle teachers and physical education teachers who work with pupils with special needs in the first and second triad adapt the assessment criteria for physical education and thus attain the goals of the personal plan, or do they assess all the children by the same criteria. The master's thesis consists of a theoretical and an empirical part. The empirical part was based on the quantitative empirical method of pedagogical research. The sample comprised 86 first cycle teachers and physical education teachers who taught physical education during the 2014/2015 school year in grades 1–5 that also involved a pupil with special needs. The data was processed with basic descriptive statistics of variables. The findings indicate that the main knowledge assessment goals for pupils with special needs are to motivate and encourage them to be active at school and to forward information about their development and progress. As for the assessment, teachers mainly focus on the progress the pupil has made. In addition, the assessment criteria seem to be insufficiently adapted to the pupil's special needs. To this end, our results could encourage first cycle and physical education teachers as well as everyone else involved in the educational process involving pupils with special needs to be as flexible as possible at what they do, try to attain the goals of the personal education plan, and encourage the pupil's comprehensive development despite his disabilities and disorders.

• Keywords: pupils with special needs