Stališča strokovnih delavcev in staršev do uresničevanja individualiziranega programa

Odar, Maja (author), Žgur, Erna (mentor)

Uresničevanje individualiziranega programa za otroke s posebnimi potrebami je ključni dejavnik v vzgojno-izobraževalnem sistemu, ki otroku omogoča razvoj in napredovanje znotraj njegovih zmožnosti in potencialov. Soustvarjajo ga strokovni delavci, starši in pa, po njegovih zmožnostih, tudi otrok sam. Je proces, v katerem se neprestano prepletajo ocenjevanje otrokovega delovanja, načrtovanje ciljev in dela, konkretno delo z otrokom ter evalvacija, ki pa je kot taka že podlaga za nadaljnje delo. Bistvo procesa je v možnostih, priložnostih in izkušnjah, opredeljenih s sosledjem ciljev, ki otroka podpirajo na poti k čim večji samostojnosti in vključenosti v družbo. Empirični del našega magistrskega dela se osredotoča na stališča strokovnih delavcev in staršev do individualiziranega programa ter posameznih elementov njegovega uresničevanja. Raziskavo smo izvedli na Osnovni šoli Antona Janše Radovljica. Vanjo je bilo vključenih 28 strokovnih delavcev in 40 staršev otrok s posebnimi potrebami. Glavni namen naše raziskave je bilo ugotoviti stališča enih in drugih, saj so le-ta ključnega pomena pri konkretnem delovanju v praksi. Pri tem smo preverjali, ali prihaja do morebitnih pomembnih razlik v stališčih strokovnih delavcev in staršev. Glede na to, da šola izvaja Program vzgoje in izobraževanja z nižjim izobrazbenim standardom in Posebni program vzgoje in izobraževanja, smo lahko raziskavo poglobili tudi s primerjavo stališč do uresničevanja individualiziranega programa v obeh navedenih programih vzgoje in izobraževanja. Zanimala pa nas je tudi primerjava med stališči strokovnih delavcev glede na njihovo smer pedagoške izobrazbe ter delovno mesto, ki ga opravljajo. Rezultati anketnih vprašalnikov so pokazali, da imajo strokovni delavci in starši do individualiziranega programa na splošno pozitivna stališča. V veliki meri se oboji zavedajo pomena timskega uresničevanja individualiziranega programa, ki postavlja temelj za otrokov razvoj in napredek. Ob raziskovanju smo ugotovili, da obstajajo razlike v stališčih tako strokovnih delavcev kot staršev – ko le-ta primerjamo med vzgojno izobraževalnima programoma. Poglobljena primerjava stališč strokovnih delavcev nam je odkrila profil, ki ima do uresničevanja individualiziranega programa pozitivnejša stališča. Profil tega strokovnega delavca je specialni in rehabilitacijski pedagog, ki v Posebnem programu vzgoje in izobraževanja zaseda delavno mesto razrednika. Na osnovi teoretičnih izhodišč ter v raziskavi pridobljenih rezultatov, smo oblikovali smernice za uresničevanje individualiziranega programa, ki bodo lahko pomagale strokovnim delavcem in staršem pri njegovi pripravi ter uresničevanju.

• Language: Slovenian
• Keywords: individualiziran program
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-108837
• COBISS.SI-ID: 12519753
• Publication date in RUL: 20.08.2019

Secondary language

• Language: English
• Title: Professionals' and parents' attitudes towards the individualized educational programme implementation

Abstract

The realization of the Individual Educational Program (IEP) for children with special needs represents a key factor in the educational system and thus enables the child to develop and advance within a range of both his abilities and potential. It is formed in cooperation with professionals, parents and to the child’s own extent. IEP is an on-going process of closely intertwined activities of the child’s behavior, planning of goals and work – in particular, the work with a child and his/hers evaluation which can be used as a platform for further work. The very essence of this process lies within abilities, opportunities and experience defined by the ongoing objectives set to help the child to be as independent and included in the society as possible. The empirical section of this thesis is focused on the position of both professionals and parents in regards to the individualized program and individual elements of its realization. The research was carried out at the elementary school Anton Janša Radovljica and included 28 professionals and 40 parents of children with special needs. The main goal of the research was to find out which viewpoints each party represents, as they are of extreme importance in respect of the realization in practice. The conducted researched evaluated if there are important discrepancies between the viewpoints of professionals and parents in turn. Given the fact that both the Program with Lower Educational Standard and Special Education Program are carried out at the school, the research also compared the viewpoints on the realization of the IEP in both programs. Moreover, the research also compared the viewpoints of professionals based on their specialization in the educational system and their current working position. According to the survey results, professionals and parents have in general a positive position on the IEP. Both parties are to a great extent aware of the importance of the common realization of the IEP representing the basis for the development and progress of the child. The research points out the differences regarding viewpoints of both professionals and parents when they are compared between the two educational programs. The results of the in-depth comparison of professionals’ viewpoints depicted a profile with a more positive stance regarding the realization of the IEP. The profile of this professional is filled by a special education teacher, whose position in the Special Education Program is a class teacher. Based on theoretical starting points and on research results, guidelines for the realization of the IEP, which could prove to be of help to professionals and parents at the preparation stage of the IEP and its realization, have been formed.

• Keywords: Individual Education Program (IEP)