Timsko delo strokovnih delavcev pri nudenju strokovne pomoči ter podpore učencem s specifičnimi učnimi težavami v osnovni šoli: primerjalna študija Slovenije in Anglije

Wolf, Ines (author), Polak, Alenka (mentor), Košak Babuder, Milena (comentor)

Izobraževalna politika tako Slovenije kot Anglije se zavzema za inkluzivno vzgojo in izobraževanje oseb s posebnimi potrebami. Za razvijanje inkluzije v šolah je izredno pomemben timski pristop vseh strokovnih delavcev v procesu sodelovanja z otrokom in starši. Osnovni cilj magistrskega dela je ugotoviti značilnosti timskega dela strokovnih delavcev pri nudenju strokovne podpore in pomoči učencem s specifičnimi učnimi težavami na osnovnih šolah v Sloveniji in Angliji. Mnenja slovenskih strokovnih delavcev smo primerjali z mnenji učiteljev zaposlenih na angleški zasebni osnovni šoli The Unicorn School, pri tem nas je zanimalo, ali obstajajo statistično pomembne razlike med strokovnimi delavci glede na državo zaposlitve. Tako smo v vzorec zajeli različne profile strokovnih delavcev na osnovnih šolah v Sloveniji in na angleški osnovni šoli The Unicorn School, ki timsko delajo z namenom nudenja strokovne podpore ter pomoči učencem s specifičnimi učnimi težavami. V skladu z nameni kvantitativnega raziskovalnega pristopa smo izdelali anketni vprašalnik za zbiranje podatkov, s katerim smo prišli do adekvatnih empiričnih podatkov, ki smo jih statistično obdelali s programom SPSS. Na vprašalnik je anonimno odgovorilo 196 strokovnih delavcev iz Slovenije in 31 strokovnih delavcev, zaposlenih na angleški šoli The Unicorn School. Z raziskavo smo ugotovili, da ni statistično pomembnih razlik v profilih strokovnih delavcev in njihovi pogostosti timskega delovanja z namenom nudenja strokovne pomoči ter podpore učencem s specifičnimi učnimi težavami glede na državo zaposlitve. Prav tako smo ugotovili, da se angleški strokovni delavci v primerjavi s strokovnimi delavci iz Slovenije statistično pomembno pogosteje timsko srečujejo z namenom nudenja strokovne podpore in pomoči učencem s specifičnimi učnimi težavami. Dokazali smo, da strokovni delavci iz Anglije v primerjavi z anketiranimi strokovnimi delavci iz Slovenije statistično pomembno pogosteje izvajajo timsko delo iz različnih namenov na področju nudenja strokovne podpore in pomoči učencem s specifičnimi učnimi težavami. Prav tako smo dokazali, da strokovni delavci iz Anglije v primerjavi z anketiranimi strokovnimi delavci iz Slovenije statistično pomembno pogosteje timsko načrtujejo in timsko evalvirajo z namenom nudenja strokovne podpore ter pomoči učencem s specifičnimi učnimi težavami. Z raziskavo smo ugotovili, da ni statistično pomembnih razlik med strokovnimi delavci v tem, kdaj in kako pogosto timsko poučujejo na področju nudenja strokovne podpore ter pomoči učencem s specifičnimi učnimi težavami glede na državo zaposlitve. Dokazali smo, da angleški strokovni delavci v primerjavi z anketiranimi strokovnimi delavci iz Slovenije statistično pomembno pogosteje zaznavajo prednosti timskega dela na področju nudenja strokovne podpore in pomoči učencem s specifičnimi učnimi težavami. Prav tako smo dokazali, da slovenski strokovni delavci v primerjavi z anketiranimi strokovnimi delavci iz Anglije statistično pomembno pogosteje zaznavajo probleme in ovire timskega dela ter možnosti za izboljšanje timskega dela na področju nudenja strokovne podpore in pomoči učencem s specifičnimi učnimi težavami. Ugotovili smo, da si največ strokovnih delavcev iz Slovenije želi pridobiti z dodatnim izobraževanjem/seminarji dodatna znanja s področja konkretnih usmeritev za učinkovito timsko delo v šoli, medtem ko največ strokovnih delavcev iz Anglije meni, da na tem področju ne potrebujejo nobenega dodatnega znanja. Dokazali smo, da slovenski strokovni delavci višje ocenjujejo vključenost mobilnih specialnih in rehabilitacijskih pedagogov v timsko delo v primerjavi s strokovnimi delavci iz Anglije. Na podlagi pridobljenih odgovorov smo oblikovali tudi konkretne smernice za učinkovitejše timsko delo strokovnih delavcev na osnovni šoli na področju nudenja strokovne podpore in pomoči učencem s specifičnimi učnimi težavami.

• Language: Slovenian
• Keywords: učenci s specifičnimi učnimi težavami
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-111616
• COBISS.SI-ID: 12624201
• Publication date in RUL: 14.10.2019

Secondary language

• Language: English
• Title: Team work of education professionals at offering professional assistance and support to pupils with specific learning difficulties in elementary school: a comparative study of Slovenia and EEngland

Abstract

Slovene and English education policies are both committed to the inclusive approach to special needs education. For the inclusion development in schools a team-based approach of the education staff is very important in the process of cooperation with children and parents. The main aim of the master's thesis is to identify the features of education staff teamwork while providing professional assistance and support to pupils with specific learning difficulties in Slovenian and English elementary schools. We compared the opinions of Slovenian education staff and the opinions of the teachers of a private English primary school: The Unicorn School. We were interested in possible differences between educational staff according to the country of employment. The sample is comprised of different staff profiles from primary schools in Slovenia and The Unicorn School, who use the team-based approach for supporting and helping pupils with specific learning difficulties. In accordance with the purpose of the quantitative-based survey approach we prepared a survey questionnaire by means of which we gathered the adequate empirical data and processed them with the SPSS programme. The anonymous questionnaire was completed by 196 members of Slovenian education staff and 31 of The Unicorn School. The research shows there are no significant differences between opinions of Slovenian and English education staff regarding the education staff profiles and the frequency of team-based elements used while providing professional support and help to pupils with specific learning difficulties. We also concluded that the English education staff teams meet more frequently to provide professional support and help to pupils with specific learning difficulties than the Slovenian ones. We have proved that the English education staff more often carries out teamwork for different purposes in the field of providing professional assistance and support to pupils with specific learning difficulties. Moreover, in England, teamwork is a part of planning and evaluating professional support and help more frequently than in Slovenia. The research shows there are no statistically significant differences between the two countries regarding when and how frequent the teachers teach in teams. We have proved that the English education staff members more frequently perceive the advantages of teamwork in the field of providing professional assistance and support to pupils with specific learning difficulties, whereas the Slovenian ones more frequently perceive problems and difficulties in teamwork and see the potential for improvement. The research indicates that the most of Slovenian education staff want to gain additional knowledge and concrete guidelines for the efficient school teamwork, whereas the most of English education staff find it unnecessary. The research suggests the Slovenian education staff consider greater involvement of mobile special education teachers in teamwork than the English ones. On the basis of the obtained answers we provided the concrete guidelines for more efficient elementary school teamwork in the field at offering professional assistance and support to pupils with specific learning difficulties.

• Keywords: pupils with specific learning difficulties