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Pomoč staršev otrokom s primanjkljaji na posameznih področjih učenja in socialno-ekonomski status družine
Jahić, Arnela (Author), Peček Čuk, Mojca (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/3927/ This link opens in a new window

Abstract
V teoretičnem delu magistrsko delo izpostavlja rezultate mednarodnih raziskav, ki kažejo, da je šolski ne/uspeh povezan s socialno-ekonomskim statusom posameznega učenca. Tako npr. rezultati mednarodne raziskave PISA iz leta 2012 kažejo na visoko korelacijo med socialno-ekonomskim statusom in učnimi dosežki otrok pri bralni, matematični in naravoslovni pismenosti, o čemer pišejo tudi številni drugi tuji in domači strokovnjaki. Pri izobraževanju otrok imajo starši pomembno vlogo, na učni uspeh svojih otrok vplivajo tudi s svojo pomočjo pri šolskem delu. Ob vsem tem se postavlja vprašanje, koliko lahko starši, posebno tisti iz nižjega socialno-ekonomskega statusa, pomagajo pri učenju otrok, ki imajo posebne potrebe. Dejstvo je, da je za uspešen vzgojno-izobraževalni napredek učencev vsekakor pomembno aktivno partnersko sodelovanje med učitelji in starši, ki ne sme temeljiti na nerealnih pričakovanjih do staršev. V našem prostoru je raziskav, ki analizirajo povezanost socialno-ekonomskega statusa in učnega uspeha otrok s posebnimi potrebami, oz. otrok s primanjkljaji na posameznih področjih učenja, malo. In prav to je tema pričujočega magistrskega dela, v okviru katerega so izpostavljeni naslednji cilji: ugotoviti, ali večina otrok v Savinjski regiji, usmerjeni kot učenci s primanjkljaji na posameznih področjih učenja, izhaja iz nižjega socialno-ekonomskega statusa; ugotoviti, ali je učni uspeh učencev s primanjkljaji na posameznih področjih učenja povezan s socialno-ekonomskim statusom; ugotoviti, ali se starši čutijo dovolj usposobljene za pomoč pri otrokovem učenju in kakšna so mnenja staršev o pričakovanjih učiteljev do njihove pomoči otroku pri učenju; pridobiti mnenja staršev iz različnih socialno-ekonomskih statusov glede zgoraj zastavljenih problemov ter ugotoviti, ali obstajajo statistično pomembne razlike v njihovih mnenjih glede na socialno-ekonomski status družine. Ugotovitve raziskave, izvedene med novembrom 2015 in januarjem 2016, v kateri je sodelovalo 86 staršev otrok s primanjkljaji na posameznih področjih učenja osnovnih šol v Savinjski regiji so, da večina teh otrok izhaja iz nižjega socialno-ekonomskega statusa glede na mesečni prejemek v družini. Zaključne ocene teh učencev pri slovenskem jeziku in matematiki so statistično pomembno povezane s socialno-ekonomskim statusom po kriteriju mesečnega prejemka v družini, in sicer nižji kot je mesečni prejemek v družini, nižja je zaključna ocena otroka pri slovenskem jeziku in matematiki. Zaključne ocene teh učencev pri slovenskem jeziku so prav tako statistično pomembno povezane s socialno-ekonomskim statusom glede na izobrazbo starša, in sicer nižja kot je izobrazba starša, nižja je zaključna ocena otroka pri slovenskem jeziku. Rezultati so pokazali, da je večina staršev mnenja, da so pričakovanja učiteljev do staršev in njihove pomoči pri učenju (pregled domače naloge, pisanje domače naloge, pregled torbe in zvezkov, organizacija učenja, razlaga učne snovi, spraševanje učne snovi, poslušanje otrokovega branja, pogovor o prebranem, ponavljanje učne snovi, bližina staršev ob otrokovem učenju) velika. Ključne ugotovitve, predstavljene v empiričnem delu, so pedagoškemu osebju lahko podlaga za širše razumevanje problema socialno-ekonomskega statusa, ki se odraža v učnem uspehu učencev. Hkrati pa so lahko tudi podlaga za iskanje možnosti učinkovitejšega sodelovanja s starši, spodbujanje in usmerjanje otrok s primanjkljaji na posameznih področjih učenja.

Language:Slovenian
Keywords:otroci s primanjkljaji na posameznih področjih učenja
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2016
COBISS.SI-ID:11233865 Link is opened in a new window
Views:312
Downloads:66
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Secondary language

Language:English
Title:Parents´ help to children with disabilities in specific areas of learning and socio-economic status of the family
Abstract:
In the theoretical part, the master´s thesis points out the results of the international researches, which show that school un/success is related to socio-economic status of individual pupil. Therefore, for example the results of the international research PISA from 2012 show a high correlation among socio-economic status and academic achievements of children in reading, mathematical, and science literacy, of which also numerous other foreign and local experts write. Parents play an important role in education of children, they also affect the academic achievement with their help in school work. With all this, a question of how can parents, especially those with lower socio-economic status, help in teaching children with special needs is raised. The fact is that for a successful educational progress of children, an active partnership cooperation among teachers and parents, which cannot be based on unrealistic expectations to parents, is necessary. In our space, there are only a few researches that analyse a connection of socio-economic status and academic achievement of children with special needs or children with disabilities in specific areas of learning. And exactly this is the topic of the subject master´s thesis, within which we pointed out the following objectives: to establish whether the majority of children in the Savinja region, as pupils with disabilities in specific learning areas, is related to socio-economic status; to establish whether parents feel they are competent enough to help children in learning, and what are parents´ opinions on teachers´ expectations in regard to their help to a child in learning; to obtain opinions of parents from various socio-economic statuses in regard to the previously set problems, and to establish whether there are statistically important differences in their opinions in regard to the socio-economic status of the family. The findings of the research, which was carried out between November 2015 and January 2016, in which 86 parents of children with disabilities in specific areas of learning were involved attending primary schools in the Savinja region, are that most of the children are from lower socio-economic status regarding the household monthly income. Final grades of these children in Slovene language and Maths are statistically importantly related to socio-economic status using the criterion of family monthly income, namely the lower the household monthly income, the lower the child’s final grade in Slovene language and Maths. Final grades of those pupils in Slovene language are also statistically significantly related to socio-economic status regarding the parent’s education, namely the lower the parent’s education, the lower the final grade in Slovene language. The results indicated that most of the parents believe that teachers’ expectations for parents’ involvement in the school work (homework checking, homework writing, school bag and notebooks check, study management, subject matter explanation, subject matter questioning, listening to child’s reading, discussion on reading material, subject matter revision, parents presence during child’s studying) are great. The key findings represented in the empirical part can be an important foundation for further understanding of the socio-economic status issues, reflecting the academic achievements of children. Simultaneously, it can represent the foundation for more efficient cooperation with parents, the encouragement and guidance of children with disabilities in specific areas of learning.

Keywords:children with disabilities in specific areas of learning

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