Izvajanje glasbenih dejavnosti in kompetentnost učiteljev v prilagojenem programu devetletne osnovne šole z nižjim izobrazbenim standardom

Lužar, Urška (author), Sicherl Kafol, Barbara (mentor)

Glasba je področje, ki je pri učencih s posebnimi potrebami zelo priljubljeno, saj skozi glasbene dejavnosti lahko izkusijo veselje, žalost in druga estetska doživetja. Glasba je tudi medij, preko katerega lahko učenci pridobijo učne strategije, ki so jim v pomoč pri premagovanju vsakodnevnih ovir. Ob tem glasbene dejavnosti pozitivno učinkujejo na večjo samozavest in socializacijo učencev z lažjimi, težjimi in težkimi intelektualnimi primanjkljaji. V magistrskem delu smo se osredotočili na proučevanje glasbenih dejavnosti za učence z lažjimi intelektualnimi primanjkljaji v osnovni šoli s prilagojenim programom z nižjim izobrazbenim standardom v prvem vzgojno-izobraževalnem obdobju. V navedenem programu glasbeno umetnost poučujejo glasbeni pedagogi ali specialni in rehabilitacijski pedagogi. V empiričnem delu smo v navedenem programu z vprašalnikom preverjali, kolikšen je delež strokovnih delavcev obeh profilov, prisotnost strategij, načinov in pristopov glasbenega poučevanja za učence z lažjimi intelektualnimi primanjkljaji v prvem vzgojno-izobraževalnem obdobju. Sodelovalo je osemintrideset učiteljev glasbene umetnosti iz vseh slovenskih OŠ s prilagojenim programom z nižjim izobrazbenim standardom. Raziskovali smo, s kakšnimi izzivi se pri glasbenem poučevanju soočajo učitelji, ki poučujejo glasbeno umetnost, ter katere značilnosti učencev z intelektualnimi primanjkljaji se najbolj izražajo pri glasbenem pouku. Preverjali smo, katerim od glasbenih dejavnosti učitelji, ki poučujejo glasbeno umetnost, pripisujejo večjo vlogo in pomen. Proučevali smo tudi mnenje učiteljev obeh profilov o njihovih kompetencah za poučevanje navedene skupine učencev ter njihovo strokovno usposobljenost, še posebno na področju vokalne tehnike in nege glasu. Zanimal nas je tudi delež njihovega dodatnega izobraževanja na glasbenem področju. Uporabili smo kavzalno-neeksperimentalno in deskriptivno metodo. Raziskava je temeljila na kvantitativnem in kvalitativnem raziskovalnem pristopu. Na podlagi rezultatov smo oblikovali smernice in nasvete za glasbeno poučevanje učencev z lažjimi intelektualnimi primanjkljaji. Oblikovali smo tudi priporočila, namenjena učiteljem za nego glasu.

• Language: Slovenian
• Keywords: intelektualni primanjkljaji
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2018
• PID: 20.500.12556/RUL-106069
• COBISS.SI-ID: 12304713
• Publication date in RUL: 27.03.2019

Secondary language

• Language: English
• Title: Implementation of musical activities and teachers' competences in adapted program of a nine year primary school with lower educational standard

Abstract

Music is a field that is very popular with students with special needs, because they can experience joy, sadness, and other aesthetic experiences through musical activities. Music is also a medium which helps students acquire learning strategies that help them overcome everyday obstacles. Additionally, musical activities positively influence the confidence and socialization of students with mild, moderate, and severe intellectual deficits. This Master's thesis focuses on studying musical activities for students with mild intellectual disability in primary school with an adapted program of studies with a lower educational standard in the first educational period. In this program music is taught by music pedagogues or special and rehabilitation teachers. The empirical part of the thesis uses a questionnaire to examine the proportion of professionals in both profiles within the program, the presence of strategies, and methods and approaches to music teaching for students with mild intellectual disability in the first educational period. Thirty-eight teachers of music from all Slovenian primary schools with an adapted program of studies with a lower educational standard participated in our research. We explored the challenges music teachers encounter in music teaching and what characteristics of students with intellectual disabilities are most evident in music lessons. We checked to which musical activities the teachers teaching music attach a greater role and significance. We also studied the opinion of the teachers of both profiles about their competencies for teaching this group of students and their professional qualifications, especially in the field of vocal technique and voice care. We were also interested in the amount of their additional education in the music field. We used a causal-nonexperimental and descriptive method. The research was based on a quantitative and qualitative research approach. We developed guidelines and tips for music teaching for students with mild intellectual disabilities based on the results. We also provided voice care recommendations for teachers.

• Keywords: intellectual disability