Prilagojeno izvajanje vsebin za učenca s spino bifido in hidrocefalusom pri pouku športa (študija primera) : magistrsko delo

Udir, Anita (author), Filipčič, Tjaša (mentor), Kogovšek, Damjana (comentor)

Namen magistrskega dela je bilo ugotoviti potrebne prilagoditve in načine vključevanja težje gibalno oviranega učenca s spino bifido in hidrocefalusom pri pouku športa v 1. razredu osnovne šole. Ker je učenec pri predmetu šport opravičen ocenjevanja, smo želeli ugotoviti, kako napreduje pri pouku športa in katere cilje dosega. V raziskavo je bil vključen omenjeni učenec, za katerega smo opravili 60 ur nestrukturiranega opazovanja. V empiričnem delu magistrskega dela smo pri posameznih vsebinskih sklopih predlagali športne dejavnosti, ki jih učenec z omenjeno težavo lahko opravi brez prilagoditev, s prilagoditvami ali pa jih nadomesti z drugo aktivnostjo. Nadalje smo ga pri vsakem vsebinskem sklopu in posameznih športnih dejavnostih umestili v eno izmed devetih stopenj Winnickovega modela vključevanja ljudi s posebnimi potrebami. Dosežene cilje, ki jih je omenjeni učenec dosegel pri pouku športa, smo razčlenili na raven znanja, gibalnih sposobnosti in socialno-čustveno raven. Ugotovili smo, da učenca pri večini vsebinskih sklopov uvrščamo v redno športno dejavnost s prilagoditvami glede na Winnickov model. To pomeni, da lahko učenec z določenimi prilagoditvami povsem enakovredno sodeluje z ostalimi vrstniki pri pouku športa. Prilagoditve, ki jih učenec potrebuje so: skrajšanje ali podaljšanje časa ter razdalje za določeno aktivnost, povečan in znižan koš, prilagojen način izvedbe, primerna podlaga (npr. asfalt namesto gozdne poti), prilagojeni pripomočki (uporaba manjših in lažjih žog, uteži), prilagojena pravila iger in načina gibanja. Ne nazadnje je potrebna pomoč spremljevalca ali zamenjava aktivnosti z nadomestno aktivnostjo. Pri plavanju učenec potrebuje individualni pristop. Hoja, tek, sankanje, drsanje, smučanje pa so dejavnosti, ki jih učenec ne more izvajati in potrebuje nadomestno oz. vzporedno dejavnost. Učenec je pri pouku športa zelo napredoval na vseh ciljnih področjih. Pridobil je novo teoretično in gibalno znanje pri vseh vsebinskih sklopih in izboljšal svoje gibalne in funkcionalne sposobnosti. Pomembno je, da je razvil pozitivni odnos do športa, okolja in vrstnikov.

• Language: Slovenian
• Keywords: gibalno ovirani učenci, spina bifida in hidrocefalus, prilagojene aktivnosti, prilagoditve pouka, Winnickov model
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [A. Udir]
• Year: 2016
• Number of pages: VIII, 78 f.
• PID: 20.500.12556/RUL-85939
• UDC: 376:796(043.2)
• COBISS.SI-ID: 11188041
• Publication date in RUL: 20.09.2017

Secondary language

• Language: English
• Title: Adapted physical education for a student with spina bifida and hydrocephalus

Abstract

The purpose of the master's work was to determine the necessary adjustments and ways of integrating a student with spina bifida and hydrocephalus in Physical Education in the first grade of primary school. Whereas a student's progress in Physical Education is not being assessed, we wanted to evaluate student's progress and note what objectives are being achieved. The study include a student with spina bifida and hydrocephalus (spinal cord injury), who attends the first grade of primary school. We completed 60 hours of unstructured observation in Physical Education. In the practical part of the master thesis sports activities in specific sport areas in Physical Education are described. We suggested sport activities for a student with a mentioned injury without adjustment, with adaptations or replaced by another activity. Furthermore we classified student (in each sport topic) into one of nine levels of a Winnick integration model for sport participation. Objectives, that student achieved in Physical Education were analysed at the level of knowledge, motor skills and social-emotional level. We concluded that student in most sport topics belong to regular sport environment with support services. This means that a pupil may be fully equal partner in Physical Education to other peers without problems. Adjustments that are needed: shortening or extension of time, distance, increased and lowered the height of basketball goal, adapted method of implementation, appropriate floor basis (asphalt instead of forest paths), materials modifications (smaller, lighter balls and weights), adapted game rules or way of movement, replacement of activity with another one and assistant support. Student with paraplegia needs individual treatment in swimming. Walking, jogging, sledding, ice skating, skiing are sport activities that the student can not perform and require replacement or parallel activity. Student has progressed in all target areas in Physical Education. He has gained physical and theoretical knowledge in all subject areas and has improved his physical and functional abilities. It is significant that he has developed positive attitude towards sport, environment and towards his peers.

• Keywords: sport, physically handicapped, šport, telesno prizadeti