Poučevanje otrok s cerebralno paralizo – vidik učiteljev, učencev in staršev

Rojnik, Katja (author), Smrtnik Vitulić, Helena (mentor)

V magistrskem delu smo se usmerili na otroke s cerebralno paralizo. Zanje je značilna trajna gibalna oviranost, ki je nastala kot posledica okvare možganov v njihovem zgodnjem razvojnem obdobju. Pri vključevanju otroka s cerebralno paralizo v redno osnovno šolo je pomembno, da učitelj otroka poučuje tako, da napreduje v skladu s svojimi zmožnostmi. Zato je pomembno, da ima učitelj ustrezno znanje o otrocih s cerebralno paralizo in da z otrokom in njegovimi starši dobro sodeluje. V empiričnem delu smo raziskali, kakšne izkušnje imajo učitelji razrednega pouka s poučevanjem otroka s cerebralno paralizo, kakšne izkušnje s šolanjem imajo otroci s cerebralno paralizo in kako njihovo šolanje zaznavajo njihovi starši. V raziskavi je sodelovalo 27 učiteljev, ki so poučevali/poučujejo otroke s cerebralno paralizo in 23 staršev otrok s cerebralno paralizo, obe skupini vključenih pa sta odgovarjali na spletni vprašalnik. S tremi mladostniki s cerebralno paralizo, ki so imeli izkušnje šolanja v večinski osnovni šoli, smo izvedli intervju. Rezultati kažejo, da je tretjina učiteljev znanje o cerebralni paralizi dobila že pred vključitvijo otroka z omenjeno diagnozo v razred, večina pa šele po njegovi vključitvi. Pred vključitvijo otroka s cerebralno paralizo v razred je bilo največ (46 %) učiteljev zaskrbljenih, kako bodo svoje poučevanje znali prilagoditi otroku s cerebralno paralizo, največ (63 %) staršev pa se je balo, ali bo njihov otrok socialno sprejet. Vsi vključeni mladostniki so poročali, da pred vključitvijo v šolo niso doživljali nobenih skrbi oz. strahov. Večina staršev (69 %) je ocenila, da se je njihov otrok zelo dobro vključil v razred, kar je odgovorilo nekoliko manj učiteljev (55 %), vsi vključeni mladostniki pa so vključitev v razred ocenili kot dobro. Učitelji, starši in mladostniki sami so izpostavili nekatera močna področja, ki so po njihovem mnenju značilna za otroke s cerebralno paralizo oz. mladostnike same, kot so npr. področje jezika, dober spomin in vztrajnost. Učitelji in starši so ocenili, da imajo otroci s cerebralno paralizo pri šolskem delu in izven njega določene težave (npr. s prostorskimi predstavami). O težavah pri šolskem delu so poročali tudi vsi vključeni mladostniki, težave v vsakodnevnem življenju pa je prepoznal le eden izmed njih. Učitelji, starši in mladostniki so se strinjali, da učitelji pri delu z otroki s cerebralno paralizo upoštevajo večino prilagoditev, njihovo medsebojno sodelovanje pa ocenjujejo kot dobro. Dobljeni rezultati raziskave omogočajo nova spoznanja o izkušnjah izobraževanja otrok s cerebralno paralizo v rednih osnovnih šolah in predstavljajo izhodišče za (še bolj) kakovostno delo z njimi.

• Language: Slovenian
• Keywords: otroci s posebnimi potrebami
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-113558
• COBISS.SI-ID: 12781641
• Publication date in RUL: 24.01.2020

Secondary language

• Language: English
• Title: Teaching children with cerebral palsy – viewpoints of teachers, students and parents

Abstract

This master's thesis focuses on children with cerebral palsy (CP). Their significant permanent physical impairment occured as a result of brain damage in their early stage of development. When integrating a child with CP into a regular primary school it is important for him to be taught in accordance with his abilities. A teacher should have adequate knowledge of children with CP to cooperate with them and their parents. In the empirical part a research was made on what experiences primary teachers have with teaching a child with CP, what are children's experiences with schooling itself and what their parents' perspective is. The study involved 27 teachers who teach or taught children with CP and 23 parents of those children. Both groups filled in an online questionnaire. An interview was made with three young people with CP who used to attend a regular primary school. According to the results, one third of the teachers had prior knowledge about CP and most of them educated themselves after a child joined in the class. Before integrating a child with CP in the class most teachers (46 %) were worried about adjusting their teaching to that child and most parents (63 %) were concerned about the child's social integration. On the other hand, all youths reported no worries or fear before starting school. 69 % of parents, 55 % of teachers and all three former pupils confirmed the integration as successful. They reported that children with CP are good at language, memory and perseverance, but have some difficulties in other fields, such as space perception. All three youths mentioned problems with school work, but only one of them identified them in everyday life. Teachers, parents and youths agreed that teachers adjust their work to children with CP and cooperate well. The results of the research enable new findings about educating children with CP in regular primary schools and are a starting point to an even better work.

• Keywords: children with special needs