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Zaznavanje timskega dela pri delu z otroki s posebnimi potrebami v osnovni šoli z vidika ravnatelja in strokovne skupine. : diplomsko delo
Cehner, Alenka (Author), Polak, Alenka (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/id/eprint/3962 This link opens in a new window

Abstract
Izhodišče za diplomsko delo je zaznavanje timskega dela pri delu z otroki s posebnimi potrebami v redni osnovni šoli z vidika ravnatelja in strokovne skupine. Diplomsko delo v teoretičnem delu opredeli pojma integracija in inkluzija, predstavi zakonska izhodišča za otroke s posebnimi potrebami in petstopenjski model pomoči učencem z učnimi težavami v redni osnovni šoli ter zakonitosti timskega dela. Petstopenjski model pomoči otrokom z učnimi težavami omogoči dodatno skrb in pomoč pri učnem delu. Model v petih korakih predvideva intenzivno pomoč pri pouku, podaljšanem bivanju in dopolnilnem pouku, vključitev strokovnjakov šolske svetovalne službe, individualno in skupinsko pomoč, vključitev strokovnjakov zunanjih inštitucij ter usmeritev otroka v program s prilagojenim izvajanjem in dodatno strokovno pomočjo. Ko je otrok usmerjen, se imenuje strokovna skupina, ki jo sestavljajo razrednik, predstavnik šolske svetovalne službe in strokovni delavci, ki izvajajo dodatno strokovno pomoč. Skozi vseh pet korakov modela pa je ključnega pomena timsko sodelovanje, zato v teoretičnih izhodiščih predstavimo vrste, vloge, velikost tima ter komunikacijo med člani tima. V empiričnem delu diplomskega dela raziskujemo, kako zaznavajo timsko delo člani strokovne skupine za otroke s posebnimi potrebami v redni osnovni šoli in ravnatelj, ki strokovno skupino imenuje. Podatke smo zbirali s pomočjo anketnega vprašalnika in jih obdelali s statističnima programoma SPSS in Microsoft Excel. V anketi je sodelovalo 125 anketirancev, od tega 19 ravnateljev, 36 specialnih in rehabilitacijskih pedagogov, 3 predmetni učitelji, 25 razrednikov in 9 razrednih učiteljev, ki poučujejo otroke s posebnimi potrebami ter 43 svetovalnih delavcev. Ugotovili smo, da skoraj polovica strokovnih delavcev pojmuje timsko delo kot skupno oblikovanje ciljev in skupno doseganje teh ciljev. Menijo, da imajo največjo vlogo pri sodelovanju v strokovnem timu in pri delu s starši. Raziskava je pokazala, da kot zelo pogosto aktivnost v timu anketiranci navajajo sprejemanje mnenja ostalih članov, izražanje lastnega mnenja, vprašanj in nesoglasij ter dobro razumevanje članov. Ugotovili smo, da so največje prednosti timskega dela različni pogledi na otroka s posebnimi potrebami, več idej za reševanje problemov ter v izmenjavi znanja, izkušenj, idej in informacij pri delu z otroki s posebnimi potrebami. Kot ovire so najpogosteje izpostavili pomanjkanje časa in časovno usklajevanje med člani ter težave z načrtovanjem timskih srečanj. Večkrat izpostavljena ovira je bila tudi nepripravljenost za sodelovanje članov in staršev ter nezainteresiranost za skupno delo. Težave, ki se pogosto pojavljajo pri delu, so težave z načrtovanjem jasnih ciljev, upoštevanje dogovorjenih prilagoditev in nepoznavanje vlog in neopravljanje dogovorjenih nalog. Kot strategije za reševanje težav so bile največkrat navedene: pogovor, možnost izobraževanja strokovnih delavcev in staršev ter možnost prilagajanja terminov članom. Ugotovili smo, da velik delež članov strokovne skupine meni, da je dovolj kompetenten za delo z otroki s posebnimi potrebami, pri delu se obrnejo po nasvete k drugim strokovnjakom, potrebna znanja pa pridobivajo sproti. Glede kompetentnosti za timsko delo smo ugotovili, da skoraj polovica anketirancev meni, da so dobro opremljeni z znanjem in s spretnostmi za timsko delo.

Language:Slovenian
Keywords:strokovna skupina, timsko delo, prednosti, ovire
Work type:Undergraduate thesis (m5)
Tipology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Year:2016
Publisher:[A. Cehner]
Number of pages:X, 65 str.
UDC:376:37.091.312(043.2)
COBISS.SI-ID:11252041 Link is opened in a new window
Views:669
Downloads:130
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Secondary language

Language:English
Title:Principle's and expert team's perception of teamwork with children with special needs in elementary school
Abstract:
The basis of this final thesis is principle's and expert team's perception of teamwork with children with special needs in elementary school. In theoretical part we define the terms integration and inclusion. Furthermore, we present the legal basis for work with children with special needs and describe the 5-stage model of help for children with special needs. We also describe principles of teamwork. The 5-stage model of help anticipates intensive aid in class and afternoon class, social worker inclusion, individual and group support, external expert support and childs participation in adjusted program and additional support. When child is directed, group of experts is named, including class teacher, social worker, and professionals who are executing additional support. All five stages of the model require teamwork therefore in theoretical part we present types and roles in the team, size of the team and communication between the team members. In the empirical part of this thesis we researched how members of the team and principle, who names them, perceive teamwork. The data was gathered with survey and was analysed with statistical software SPSS and Microsoft Excel. Survey was completed by 125 individuals, out of which 19 were headmasters, 36 special education and rehabilitation teachers, 25 class teachers, 3 subject teachers and 9 teachers who teach class with special needs child. Lastly 43 social workers were included. We discovered that almost half of surveyed people define team work as formation and achievement of common group goals. Most of asked individuals report discussion as most common activity in the group. We discovered that most common benefits of teamwork are mixtude of oppinions and views on the child in question. Most ideas come to the table as well as knowledge and experience of team members is exchanged. Lack of time and difficulty to mach times of team members were reported as most common obstacles. Some also reported unwillingness of team members and parents to actively participate in teamwork. Dificulties arise also at setting clear goals and following the agreed terms of work. We found that most common way of solwing provles withing the team are discussion and education of team members. Most members of group seem to be qualified for their work with kids with special needs. However, they also do consult other experts when solwing ptoblems. Almost half of participants believe they do have sufficient knowledge and skills to work in the expert group.

Keywords:backward child, primary education, otrok s posebnimi potrebami, osnovnošolski pouk

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