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Potrebe staršev in vzgojiteljev po podpori specialnega in rehabilitacijskega pedagoga pri delu z otroki s posebnimi potrebami v vrtcu : magistrsko delo
Prašnikar, Maja (Author), Jerman, Janez (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/3433/ This link opens in a new window

Abstract
V magistrski nalogi ugotavljam, katere informacije in oblike pomoči s strani specialnega in rehabilitacijskega pedagoga (v nadaljevanju SRP) potrebujejo starši in vzgojitelji pri delu z otroki s posebnimi potrebami (v nadaljevanju OPP) v predšolskem programu s prilagojenim izvajanjem in dodatno strokovno pomočjo. V teoretičnem delu predstavljam vlogo vzgojitelja pri delu z OPP ter pomembnost sodelovanja vseh strokovnih delavcev, ki delajo z otrokom. Pozornost namenjam tudi uspešnemu sodelovanju strokovnjakov s starši OPP, saj področje sodelovanja podrobneje raziskujem tudi v svoji raziskavi. Za namen raziskave sem razdelila 42 vprašalnikov vzgojiteljem ter 35 vprašalnikov straršem OPP. Skozi raziskavo poskušam raziskati, katere informacije in oblike pomoči s strani SRP potrebujejo vzgojitelji v predšolskem programu s prilagojenim izvajanjem in dodatno strokovno pomočjo za učinkovitejšo pomoč OPP in lažje vključevanje otroka v skupino, ter katere informacije in oblike pomoči s strani SRP potrebujejo starši za učinkovitejšo pomoč svojemu otroku in lažje sprejemanje njegovih posebnih potreb. Vzgojitelji v raziskavi ocenjujejo, da jim primanjkuje znanj za delo z OPP v rednih skupinah. Pokazala se je potreba po znanjih s področja dela z OPP; znanje za odkrivanje OPP, za delo z otroki s težavami na področju vedenja, za delo z nemirnimi otroki, za motiviranje OPP za delo ter potreba po konkretnih strategijah dela z OPP znotraj skupin. Dodatna znanja vzgojitelji večinoma pridobijo skozi pogovore s strokovnimi delavci, skozi branje strokovne literature, izmenjave izkušenj z drugimi vzgojitelji, skozi lastne izkušnje in seminarje ter tudi preko informacij, prejetih od staršev. Če je v skupino vključen OPP, vzgojitelji izražajo potrebo po dodatni pomoči, prav tako pa se je pri delu z OPP pokazala tudi potreba po spodbudi in potrditvi vzgojiteljev s strani SRP. Potrebo po sodelovanju s SRP izražajo tudi starši. Rezultati so namreč pokazali, da starši potrebujejo natančne, razumljive in redne informacije o otrokovem napredku, njegovih težavah in vplivu le-teh na vsakodnevno funkcioniranje otroka. Dobrodošle bi jim bile tudi vaje, ki bi jih z otrokom lahko izvajali doma, ter pozornost, ki bi jo SRP namenil sprejemanju OPP v družino. Do navedenih potrebnih informacij bi starši najlažje prišli preko pogovorov oz. govorilnih ur, enkrat mesečno. Z raziskavo sem prišla do spoznanja, kako lahko SRP pripomore k učinkovitejšemu delu z OPP. SRP, zaposlenim v omenjenem programu, bom podala smernice za delo ter jih skušala spodbuditi k rednemu, tesnejšemu sodelovanju s strokovnimi delavci in starši.

Language:Slovenian
Keywords:inkluzija, otroci s posebnimi potrebami, vzgojitelji, starši
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2016
Publisher:[M. Prašnikar]
Number of pages:V, 75 str.
UDC:373.2:159.922.76(043.2)
COBISS.SI-ID:10981961 This link opens in a new window
Views:1381
Downloads:301
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Secondary language

Language:English
Title:Parents` and preschool teachers` needs a special education teacher` support in dealing with children with special needs in preschool programmes
Abstract:
The thesis aims to illuminate which information and what kind of assistance can special education and rehabilitation teachers (hereinafter: "SRT") provide to parents and preschool teachers of children with special needs (hereinafter: "CSN") in the programme for preschool children with adjusted implementation and additional professional assistance. In the theoretical part, the role of the preschool teacher educating CSN is presented as well as the importance of cooperation between professionals working in this area. Attention is also paid to a successful cooperation between professionals and parents of CSN, since the area of cooperation is further investigated in my research. For the purpose of this research, 42 questionnaires were divided to preschool teachers and 35 questionnaires to the parents of CSN. Throughout the research, I examine which information and forms of assistance from SRT in the programme for preschool children with adjusted implementation and additional professional assistance, preschool teachers need in order to provide the most effective assistance to CSN and facilitate their integration, and which information and forms of assistance from SRT, parents need in order to help their children and embrace their special needs. Preschool teachers included in my research concluded that they lack appropriate skills to work with CSN in regular groups. It has been shown that there is a need to improve special skills for working with CSP, such as recognizing specific behaviours, identifying CSP, working with restless children, motivating CSP, and specific strategies to work with CSP within groups. Preschool teachers acquire additional skills mostly by talking to other professionals, reading specialized literature, exchanging opinions with other preschool teachers, obtaining experience, and visiting seminars as well receiving certain information from parents of CSP. If a CSP is present in the group, preschool teachers seek for additional assistance, as well as the encouragement and approval by the SRT. In addition, the need for cooperating with SRT was expressed by parents as well. The findings from the research show that parents need accurate, comprehensive and regular information on their child's progress, problems and the impact thereof on the daily functioning of the child. Furthermore, parents would like to obtain certain exercises that they can do with their children at home, and get more attention from SRT. The easiest way for the parents to acquire all the necessary information is to attend consultation hours once a month. The results of my research indicate how SRT can improve the efficiency of special education. I will provide guidelines for SRT, working in the aforementioned programme, and encourage regular, close cooperation between professionals and parents.

Keywords:inclusion

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