Individualizirani program podpore in pomoči za učenca z Aspergerjevim sindromom

Pavlin, Anja (author), Kavkler, Marija (mentor), Pulec Lah, Suzana (comentor)

Aspergerjev sindrom je razvojna nevrološka motnja, ki po trenutno veljavni klasifikaciji sodi med spekter avtističnih motenj. Posamezniki z omenjenim sindromom imajo določene značilnosti, ki jim pogosto otežkočajo ali brez primernih prilagoditev in razumevanja okolja celo onemogočajo vključevanje v vzgojno-izobraževalni program. Njihovo socialno vedenje je namreč pogosto neprimerno glede na družbene norme, težave imajo z razumevanjem jezika ter z govorom, določena posebna zanimanja jih lahko tako navdušijo, da ne zmorejo misliti na skoraj čisto nič drugega. Poleg tega imajo pogosto težave z motoriko, kognicijo ter senzoričnim procesiranjem, kar je pogosto razlog za njihovo neprimerno vedenje. Namen magistrskega dela je bil na podlagi izhodiščne ocene funkcioniranja učenca oblikovati individualiziran program podpore in pomoči za optimalno učno in socialno vključevanje v učni proces. V teoretičnem delu predstavim temeljne značilnosti spektra avtističnih motenj, bolj podrobno pa Aspergerjev sindrom. Poleg značilnosti posameznikov z Aspergerjevim sindromom ter njihovega vpliva na posameznikovo učno in socialno vključevanje predstavljam tudi priporočene splošne in specifične prilagoditve v učnem okolju ter preventivne strategije, ki lahko pomagajo, da do odklonskega vedenja, ki se pogosto pojavlja zaradi nerazumevanja okolja in neprimernih zahtev, sploh ne bi prišlo. Empirični del sem zasnovala kot študijo primera dečka z Aspergerjevim sindromom, ki obiskuje 5. razred osnovne šole in je usmerjen kot dolgotrajno bolan otrok. Učenec ima tedensko 5 ur dodatne strokovne pomoči, zaradi njegovih agresivnih in avtoagresivnih izbruhov, do katerih je prihajalo večkrat dnevno, pa so mu določili tudi rednega spremljevalca. Poleg težav na področju vedenja ima učenec izrazite težave tudi na področju pozornosti in koncentracije, pri organizaciji in načrtovanju dela ter pri socialnih in emocionalnih spretnostih. Z individualiziranim programom podpore in pomoči, ki sem ga kot učenčeva spremljevalka izvajala v sodelovanju z drugimi strokovnimi delavci šole šestnajst tednov, sem želela, da bi učenec celostno napredoval, predvsem pa, da bi njegovo vedenje postalo socialno bolj sprejemljivo. Izhajajoč iz učenčevih posebnih potreb je bil program podpore in pomoči usmerjen v spodbujanje spretnosti načrtovanja in organizacije dela, socialnih in emocionalnih spretnosti ter pozornosti in koncentracije. Na podlagi kvalitativnih opažanj in ocen spremljevalke, razredničarke, specialne in rehabilitacijske pedagoginje, učenčeve mame ter rezultatov ček list za ocenjevanje učenčevega funkcioniranja v šolskem in domačem okolju, ki so jih pred in po izvedbi individualiziranega programa podpore in pomoči izpolnile razredničarka, specialna in rehabilitacijska pedagoginja ter učenčeva mama, sem primerjala funkcioniranje učenca pred in po izvedbi individualiziranega programa podpore in pomoči. Podatki, pridobljeni iz različnih omenjenih virov, kažejo, da je napredek pri učencu opažen na vseh v IP vključenih področjih; načrtovanju in organizaciji dela, socialnih in emocionalnih spretnostih ter pozornosti in koncentraciji.

• Language: Slovenian
• Keywords: Aspergerjev sindrom
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-88359
• COBISS.SI-ID: 11396425
• Publication date in RUL: 31.08.2017

Secondary language

• Language: English
• Title: Individualized education program of support and assistance for a student with Asperger syndrome

Abstract

Asperger syndrome is a developmental neurological disorder which, based on current classification, belongs to autism spectrum disorder. Individuals with this syndrome have certain characteristics that often make their integration in educational programmes difficult and, without appropriate adjustments and understanding, even impossible. Their social behaviour is often inappropriate, they have language comprehension and speech problems and they may develop special interests which they get obsessed with. Moreover, they usually have motor skills, cognition and sensory processing disabilities. The purpose of this thesis was to form an individualised programme of support and help for optimal educational and social inclusion in the educational process, based on an evaluation of a child's functioning. The theoretical part of the thesis presents the basic characteristics of autism spectrum disorder, focusing on Asperger syndrome. Beside the characteristics of individuals with Asperger syndrome and its effect on their educational and social inclusion, the theoretical part also presents recommended general and specific adjustments of educational environment, as well as prevention strategies, which may help to avoid deviant behaviour that often occurs as a result of incomprehension of the environment and inappropriate expectations. The empirical part of the thesis presents a case study of a boy with Asperger syndrome, who attends 5th grade of primary school and is categorised as a long-term sick child. The pupil has five lessons of extra help per week. He has also been given a classroom attendant due to his aggressive and auto-aggressive outbursts that occurred several times a day. In addition to having behavioural problems, the pupil has major problems with concentration, organisation, planning his work, and social and emotional skills. The purpose of the individualised programme of support and help, which I had been carrying out for sixteen weeks as the learner's classroom attendant in collaboration with my colleagues, was to help the learner improve as a whole and primarily to make his behaviour more socially acceptable. Bearing in mind the pupil's special needs, the purpose of the individualised programme of support and help was to improve planning and work organization skills, social and emotional skills, as well as attention and concentration. Based on my qualitative evaluation and that of his class teacher, his mother and special and rehabilitation teacher, and check lists for school and home evaluation, which were filled out by the class teacher, the pupil's mother and special and rehabilitation teacher before and after the individualised programme of support and help was carried out, I have compared the functioning of the pupil before and after the individualised programme of support and help was carried out. The results obtained by different before-mentioned sources show that there has been an improvement on all the areas which have been included in the individualised programme; planning and organisation of work, social and emotional skills, as well as attention and concentration.

• Keywords: Asperger syndrome