Reševanje konfliktov med učenci z lažjimi motnjami v duševnem razvoju v teoriji in praksi : magistrsko delo

Šumak, Alja (author), Lesar, Irena (mentor), Vrhovski Mohorič, Mojca (co-mentor)

V teoretičnem delu magistrskega dela je pozornost namenjena vlogi konflikta v šoli ter razliki med konflikti in nasiljem. Predstavljeni so možni odzivi na konflikte in različne teorije obravnave disciplinske problematike. Navedene so prednosti in pomanjkljivosti restorativnih pristopov reševanja konfliktov in opisanih je pet alternativnih metod za konstruktivno reševanje konfliktov. Glede na psihološke značilnosti razvoja oseb z lažjimi motnjami v duševnem razvoju (LMDR) je prikazano, katere od izbranih metod bi bile najprimernejše za uporabo na osnovnih šolah s prilagojenim programom z nižjim izobrazbenim standardom (OŠPP z NIS). Empirični del vključuje raziskavo o pristopih za reševanje konfliktov, ki jih uporabljajo učitelji in svetovalni delavci na slovenskih OŠPP z NIS. Raziskava je pokazala, da učitelji in svetovalni delavci ocenjujejo, da je disciplinska problematika na OŠPP z NIS primerljiva z večinskimi OŠ ali celo večja. Šole bi torej morale uporabljati pristope, ki bi učinkovito reševali konflikte in zmanjšali nasilje med učenci. To bi lahko dosegli z izvajanjem šolske in vrstniške mediacije. Anektirani učitelji in svetovalni delavci sicer večinoma poznajo restitucijo in mediacijo, vendar za reševanje konfliktov raje uporabljajo pristope, ki jih prilagodijo glede na situacijo in sposobnosti učencev. Glavni razlogi za to so pomanjkanje znanja o restorativnih pristopih, pomanjkanje časa in prenizke kognitivne sposobnosti učencev.

• Language: Slovenian
• Keywords: načini reševanja konfliktov, učenci z lažjimi motnjami v duševnem razvoju
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [A. Šumak]
• Year: 2017
• Number of pages: 69 str.
• PID: 20.500.12556/RUL-92414
• UDC: 376(043.2)
• COBISS.SI-ID: 11560521
• Publication date in RUL: 24.08.2017

Secondary language

• Language: English
• Title: Conflict resolution among students with mild intellectual disabilities in theory and practice

Abstract

In the theoretical part of master thesis focus is on the role of conflicts in school and on the difference between conflicts and violence. Different responses to conflicts and various theories of disciplinary issue are presented. Advantages and disadvantages of restorative approaches to conflict resolution are listed and five alternative methods for constructive conflict resolution are described. Based on psychological characteristics of development of people with mild intellectual disabilities it is suggested which of the selected methods would be most suitable for the use in elementary schools for children with mild intellectual disabilities. The empirical part includes study on approaches for resolving conflicts used by teachers and school counsellors in Slovenian elementary schools for children with mild intellectual disabilities. The study has shown that teachers and school counsellors assess disciplinary issue as equal to regular schools or even bigger. Schools would need to use effective approaches for conflict resolution that would lower levels of violence. They could achieve this with use of school and peer mediation. The study has shown that teachers and school counsellors are familiar with restitution and mediation, but they rather use their own approaches which are adjusted to certain situation and child`s abilities. Main reasons for this are lack of knowledge about restorative approaches, lack of time and low intellectual abilities of children.

• Keywords: mentally handicapped, pupil, duševno prizadeti, učenec