Vključevanje šolske knjižnice v osnovni šoli pri obravnavi učencev s specifičnimi učnimi težavami : magistrsko delo

Tutuš, Ivana (author), Vilar, Polona (mentor)

V raziskavi za magistrsko nalogo smo ugotavljali, kakšne so možnosti za vključevanje šolske knjižnice v delo z učenci s specifičnimi učnimi težavami. S pomočjo izvedbe standardiziranega in strukturiranega intervjuja pri 30-ih učencih, ki imajo specifične učne težave in 8-ih šolskih knjižničarkah iz osnovnih šol na goriškem, smo želeli izvedeti kaj tem učencem pomeni šolska knjižnica, kako jim ustreza ureditev gradiva, kako pogost je njihov obisk knjižnice, ter kakšen je razlog le tega, kakšnega knjižničarja si želijo v knjižnici, h komu se odpravijo po pomoč, ter ali si želijo sodelovanja s knjižničarjem pri individualni uri. Pri šolskih knjižničarkah pa smo želeli spoznati, s katero skupino teh učencev se najpogosteje srečujejo, kakšni občutki, jih prevzamejo ob stiku z učenci s specifičnimi učnimi težavami, kako ocenjujejo svojo kompetentnost in možnosti izobraževanja na področju specifičnih učnih težav, kako po mnenju šolskih knjižničark na možnost vključevanja šolske knjižnice v delo z učenci s specifičnimi učnimi težavami gledajo vodstvo in drugi strokovni delavci šole, kako goriške šolske knjižničarke vidijo nastalo situacijo, na kakšen način knjižničarke tem učencem pomagajo in kako jih motivirajo za knjižnico. Rezultati kažejo, da tej skupini učencev knjižnica pomeni možnost izposoje gradiva, učenja in druženja. Postavitev gradiva v knjižnici večini učencem ne ustreza, primernejša bi bila označitev gradiva s piktogrami. Težave, ki jih imajo učenci ne vplivajo na pogostost obiska knjižnice, najpogosteje jo ti učenci obiščejo 2 krat tedensko, zaradi izposoje gradiva, pisanja domače naloge in druženja. V svojih knjižnicah si želijo knjižničarja, ki jim je pripravljen pomagati in je obenem prijazen. Po pomoč pa se kljub temu najprej zatečejo k staršem, prijateljem in učiteljem. Torej ne preseneča, da vsakršno sodelovanje s knjižničarjem pri individualnih urah zavračajo. Rezultati goriških šolskih knjižničark kažejo na to, da se najpogosteje srečujejo z dislektiki, ob stiku z učenci, ki imajo specifične učne težave največkrat začutijo strah in dvom. Knjižničarke sebe ne ocenjujejo kot kompetentne za delo s to skupino učencev, kljub dobrim možnostim izobraževanja na tem področju. Vodstvo šole in ostali strokovni delavci se zavedajo pomena vključitve šolskega knjižničarja v proces dela z učenci s specifičnimi učnimi težavami, a tega ne izvajajo, kar potrdijo tudi knjižničarke, ki nimajo priložnosti za delo s temi učenci. Lahko pa jim nudijo pomoč v knjižnici, najpogosteje pri iskanju in svetovanju glede ustreznosti izbranega gradiva, ter jih motivirajo za knjižnico prek kvizov, pomoči v izposoji itd. Želja in volja šolskih knjižničark na goriškem za delo z učenci s specifičnimi učnimi težavami ni vprašljiva, le še specialni pedagogi morajo uvideti, da tudi šolski knjižničar lahko pripomore k napredku te skupine učencev.

• Language: Slovenian
• Keywords: šolska knjižnica, specifične učne težave, disleksija, diskalkulija, posebne potrebe, lažje berljivo gradivo, govorno jezikovne težave, bolonjske magistrske naloge
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: FF - Faculty of Arts
• Place of publishing: Ljubljana
• Publisher: [I. Tutuš]
• Year: 2017
• Number of pages: 129 f.
• PID: 20.500.12556/RUL-94489
• UDC: 027.8:376(043.2)
• COBISS.SI-ID: 63975778
• Publication date in RUL: 31.08.2017

Secondary language

• Language: English

Abstract

The point of this research was to find out what are the possibilities to include school library in the work with students that have specific learning disorders. We conducted a standard and structured interview with 30 students with specific learning disorders and 8 school librarians in Goriška region, to find out the following: what is the meaning of school library for these children, what they think about library's arrangement, how often they visit it and what is the reason of their visits, what would they like their librarian to be like, who they ask for help and if they would want to have an individual class with a librarian. I also wanted to know the opinions of the librarians about which is the most frequnt group of students with specific learning disorders they meet, what feelings they experience in contact with those students, how they would asses their competences and possibilties for education about specific learning disorders, what is the opinion of their superiors, the school managent, about librarians' work with the students with specific learning disorders and what is the view of the school librarians of the situation with these children and how they help and motivate them. The results show that these students see the library as a place where they can borrow books, where they can learn and sociate with their friends and schoolmates. They would need a different arrangement of the library, for example with pictograms. Their disorders do not affect the frequency of visits to the library; usually they visit it 2 times a week. They would like to have a librarian who is friendly and willing to help. But they seek help with their parents, friends and teachers first. So it is not surprising that they reject any kind of individual class with their librarian. The librarians of Goriška are mostly in contact with dyslexics and they mostly feel fear and doubt their own capabilites when being near those children. They feel they are not competent enought to work with them, though they have good possibilities for education in that direction. The school management is aware of the importance of integration of shool library in the process of working with students with specific learning disorders, but they don't help to make things different. The librarians do help the students though, mostly when it comes to searching and consulting about the books and they motivate them to visit the library through different quizes, help with borrowing etc. The will and desire to work with students with specific learning disorders from librarians is not questionable, the special education teachers are the ones that need to see that the school librarian can also help in the improvement of this group of students.