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Delo z otroki z motnjami senzornega procesiranja v šolskem okolju : diplomsko delo
ID Trošt, Monika (Avtor), ID Sicherl, Zorana (Mentor) Več o mentorju... Povezava se odpre v novem oknu, ID Gričar, Nevenka (Recenzent)

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Izvleček
Uvod: Otroke z motnjo senzornega procesiranja v šolskem okolju pogosto označijo za problematične, nemirne in agresivne. Ker je motnja slabo poznana, jih tako vrstniki kot učitelji ne razumejo in jim posledično ne morejo zagotavljati ustreznih pogojev za kvalitetno in uspešno vključevanje v izobraževalni proces. Poznavanje, s kakšnimi izzivi na področju senzornega procesiranja se ti otroci spopadajo, je namreč ključnega pomena za prilagajanje in iskanje ustreznih načinov dela. Pri razumevanju dejavnikov, ki vplivajo na otrokovo vedenje in uspešnost pri pouku, je lahko ostalim strokovnjakom v pomoč delovni terapevt, ki je nepogrešljiv del interdisciplinarnega tima. Namen: Želeli smo ugotoviti, kakšne so izkušnje in kompetence učiteljev pri delu z otroki z motnjo senzornega procesiranja, kakšno je poznavanje delovne terapije med učitelji in kakšno je njihovo mnenje glede potreb po storitvah delovne terapije v šolstvu. Metode dela: Diplomsko delo temelji na kvalitativnem pristopu, izbrana metoda zbiranja podatkov je bil intervju. Izvedli smo 5 intervjujev z učitelji zaposlenimi v Centru za izobraževanje, rehabilitacijo in usposabljanje Vipava, ki imajo izkušnje pri delu z otroki z motnjo senzornega procesiranja. Za analizo rezultatov smo uporabili kvalitativno vsebinsko analizo. Rezultati: Oblikovali smo pet kategorij: poznavanje motnje med učitelji, kompetentnost učiteljev pri delu z otroki z motnjo senzornega procesiranja, poznavanje in mnenje o delovni terapiji, sodelovanje z delovnimi terapevti, kje in kako se kaže izboljšanje. Razprava in zaključek: Izkazalo se je, da nekateri učitelji poznajo specifike motnje senzornega procesiranja, drugi pa te težave enačijo z drugimi motnjami, kot so motnja aktivnosti in pozornosti in motnja avtističnega spektra ter motnje senzornega procesiranja ne pojmujejo kot samostojno diagnozo. Vsi učitelji pa se zavedajo, da jim znanja primanjkuje in so zato potrebna dodatna izobraževanja. Glede na ustanovo, v kateri delajo, so dnevno v stiku z delovno terapijo in vedo, da je spekter delovnoterapevtske obravnave zelo širok. Poudarjajo, da je sodelovanje z delovnim terapevtom in drugimi strokami ključnega pomena za zagotavljanje kakovostnega izobraževanja otrok z motnjami senzornega procesiranja. Prav tako se jim zdi pomembno vključevanje delovnega terapevta tudi v druge ustanove.

Jezik:Slovenski jezik
Ključne besede:diplomska dela, delovna terapija, motnje senzornega procesiranja, šola, učitelji
Vrsta gradiva:Diplomsko delo/naloga
Tipologija:2.11 - Diplomsko delo
Organizacija:ZF - Zdravstvena fakulteta
Kraj izida:Ljubljana
Založnik:[M. Trošt]
Leto izida:2021
Št. strani:28 str., [3] str. pril.
PID:20.500.12556/RUL-129995 Povezava se odpre v novem oknu
UDK:615.851
COBISS.SI-ID:75911427 Povezava se odpre v novem oknu
Datum objave v RUL:10.09.2021
Število ogledov:1462
Število prenosov:189
Metapodatki:XML DC-XML DC-RDF
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:Working with children with sensory processing disorder in school environment : diploma work
Izvleček:
Introduction: Children with sensory processing disorders are in the school environment often labeled as problematic, restless and aggressive. Because the disorder is poorly known, both peers and teachers do not understand them and consequently cannot provide them with appropriate conditions for quality and successful inclusion in the educational process. Knowing what challenges these children face in the field of sensory processing is of key importance for adapting and finding appropriate ways of working. Children with sensory processing disorders are often misunderstood and mislabeled as problematic, restless, and aggressive in the school environment. Knowing what challenges in the field of sensory processing these children face is crucial to ensure successful participation in the educational process. An occupational therapist, who is an indispensable part of an interdisciplinary team, can help other professionals to understand the factors that influence a child's behavior and performance in class. Purpose: We wanted to find out what are the experiences and competencies of teachers in working with children with sensory processing disorders, what is the knowledge of occupational therapy among teachers and what is their opinion about the needs for occupational therapy services in education. Methods of work: The diploma work is based on a qualitative approach, the chosen method of data collection was an interview. We conducted 5 interviews with teachers employed at Education, rehabilitation and training centre Vipava who have experience working with children with sensory processing disorders. Qualitative content analysis was used to analyze the results. Results: We formed five categories: knowledge of the disorder among teachers, teacher competence in working with children with sensory processing disorder, knowledge and opinion about occupational therapy, cooperation with occupational therapists, where and how improvement is shown. Discussion and Conclusion: Some teachers have been familiar with the specifics of sensory processing disorder, while others equate these problems with other disorders such as attention deficit hyperactivity disorder and autism spectrum disorder and do not perceive sensory processing disorder as a stand-alone diagnosis. However, all teachers are aware that they lack knowledge and therefore need additional training. Depending on the institution in which they work, they are in daily contact with occupational therapy and know that the dimension of occupational therapy knowledge is very wide. They emphasize that cooperation with an occupational therapist and other professions is crucial for ensuring quality education for children with sensory processing disorders. They also consider it important to involve the occupational therapist in other institutions.

Ključne besede:diploma theses, occupational therapy, sensory processing disorders, school, teachers

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