Individualiziran program v posebnem programu vzgoje in izobraževanja - dober načrt dela ali le zakonska zahteva

Stergar, David (author), Lipec Stopar, Mojca (mentor), Pulec Lah, Suzana (comentor)

V diplomskem delu je predstavljena tematika oblikovanja individualiziranih programov (v nadaljevanju IP) v Centru za usposabljanje, delo in varstvo Dobrna. Teoretični del diplomskega dela zajema zakonodajo na področju oblikovanja IP in usmerjanja otrok s posebnimi potrebami, smernice za oblikovanje individualiziranih programov ter značilnosti oseb z motnjami v duševnem razvoju ter motnjami avtističnega spektra, predstavljen pa je tudi potek individualiziranega programiranja v Centru za usposabljanje, delo in varstvo Dobrna. V empiričnem delu diplomskega dela je predstavljena analiza osmih individualiziranih programov, pripravljenih za osebo z motnjo v duševnem razvoju ter motnjami avtističnega spektra, ko se je oseba izobraževala v Centru za usposabljanje, delo in varstvo Dobrna po posebnem programu vzgoje in izobraževanja. Kakovost uresničevanja individualiziranega programiranja v šolskih letih 2001 do 2009 je bila analizirana s pomočjo kriterijev za vrednotenje ustreznosti izbranih procesnih in vsebinskih vidikov IP. Rezultati analize so pokazali, da se v proces individualiziranega programiranja vključi večina strokovnih delavcev, ki delajo z osebo s posebnimi potrebami v posameznem šolskem letu. Prav tako postaja praksa zadnjih let, da se aktivno vključuje v proces individualiziranega programiranja oseba, za katero se pripravlja IP, medtem ko se starši vključujejo le s kakšnim dodatnim predlogom, ki ga podajo v pisni obliki, ko pregledajo in podpišejo IP. Pri procesu uresničevanja IP se upošteva večino zakonsko in strokovno nujnih zahtev. Analiza ciljnega načrtovanja je pokazala, da je večina ciljev za posamezna področja splošnih in da je v IP malo merljivih operativnih ciljev. Ugotovitve lahko predstavljajo osnovo za izboljšanje individualiziranega programiranja v Centru za usposabljanje, delo in varstvo Dobrna, hkrati pa lahko oblikovani pripomoček za ocenjevanje ustreznosti procesnega ter vsebinskega vidika individualiziranega programiranja uporabijo tudi drugi strokovni delavci za vrednotenje uresničevanja IP.

• Language: Slovenian
• Keywords: individualiziran program (IP)
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-86843
• COBISS.SI-ID: 11299913
• Publication date in RUL: 05.09.2017

Secondary language

• Language: English
• Title: Individualized education programme in special programme of education – an effective work plan or merely a legal requirement

Abstract

The undergraduate thesis presents the development of Individualized Education Programmes (hereinafter IEP) at the Education, Work and Care Centre Dobrna. The theoretical part deals with the legislation in the field of IEP development and placement of children with special needs, the guidelines for IEP development, and the characteristics of people with mental health disorders and autism spectrum disorders at the Education, Work and Care Centre Dobrna. The empirical part of the thesis presents the analysis of eight Individualized Education Programmes prepared for people with a mental health disorder and autism spectrum disorders during their education at the Education, Work and Care Centre Dobrna, and in accordance with the special education programme. The quality of the implementation of individualized programming in the school years from 2001 to 2009 was analysed using the criteria for evaluating adequacy of the selected procedural and substantive aspects of IEP. The analysis results have shown that most of the professionals, who work with the person with special needs during a specific school year, are involved in the process of individualized programming. In the recent years it has also become common for the person, who the IEP is being prepared for, to become actively involved in the process of individualized programming, while the parents are involved only by giving additional suggestions, submitted in writing after they have reviewed and signed the IEP. During the implementation of IEP most of the statutory and professional requirements are taken into consideration. The analysis of targeted planning has shown that most goals for specific areas are general and not many operational objectives in IEP are measurable. The findings may contribute to improvement of individualized programming at the Education, Work and Care Centre Dobrna. The instrument, developed for evaluating the adequacy of the procedural and substantive aspects of individualized programming, can be used by other professionals for evaluating the implementation of IEP as well.

• Keywords: individualized education programme (IEP)