Participacija učencev v procesu odkrivanja in identifikacije posebnih potreb

Pikl, Tajda (author), Lesar, Irena (mentor)

V magistrskem delu so bili predstavljeni postopki odkrivanja in identifikacije posebnih potreb učencev po dveh prevladujočih modelih obravnave – medicinskem in socialnem – ter navedene možnosti njunega dopolnjevanja. Kritično je bil analiziran še vedno prevladujoč medicinski model ter tematiziran porast procesa medikalizacije v polju vzgoje-izobraževanja. Predstavljen je bil razvoj sprememb postopka usmerjanja učencev skozi čas in navedene dosedanje ugotovitve ter dileme preučevanega področja. Drugi del magistrskega dela se je loteval vprašanja participacije učencev v omenjenih postopkih. Predstavljeni in primerjani so bili različni koncepti participacije, nadalje pa opisani dejavniki in ovire, ki participacijo učencev o(ne)mogočajo. Empirična raziskava je s polstrukturiranimi intervjuji ugotavljala doživljajski vidik vključenosti in participacije prešolanih učencev v postopkih odkrivanja in identifikacije njihovih posebnih potreb, usmerjanja in prešolanja. Ugotovitve so pokazale, da večina sodelujočih učencev ni (bila) seznanjena s svojim statusom učenca s posebnimi potrebami in še manj z opredelitvijo skupine posebnih potreb, prav tako intervjuvanci tudi niso bili deležni podpore na področju razumevanja vzroka nastanka specifičnosti njihovega funkcioniranja in/ali vpliva tega na njihovo delovanje. Izkazalo se je, da je zato njihovo razumevanje lastnih težav oz. opredelitve posebnih potreb pomanjkljivo, v večji meri intuitivno in manj jasno artikulirano. Z vidika zanimanja strokovnih delavcev za doživljanje težav učencev v večinskem vzgojno-izobraževanem sistemu se je izkazalo, da je na nivoju vsakdanjega šolskega življenja, še manj pa na področju podpore pri razumevanju težav, soudeleženost intervjuvancev nizko zastopana. Nekoliko spodbudnejše so bile ugotovitve o možnosti (samo)predstavitve učencev v okviru srečanja s strokovnim delavcem v postopku usmerjanja, a so rezultati hkrati tudi pokazali, da tovrstne možnosti, kljub temu da je Zapis pogovora z otrokom del zahteve za uvedbo postopka usmerjanja, določen z Zakonom o usmerjanju učencev (2011), v stiku s strokovnimi delavci niso imeli vsi intervjuvanci. Učenci so izkušnje s sodelujočimi odraslimi po večini ocenili pozitivno, so pa posamezniki v pripovedi izpostavili tudi vidike v odnosu in odzivanju odraslih, ki bi jih bilo potrebno izboljšati, spremeniti. Analiza odgovorov z vidika prešolanja je pokazala, da učenci v postopek odločanja o prešolanju niso bili povabljeni na način, da bi izrazili svoje skrbi, doživljanje in da je šola učencem ponudila (pre)malo individualizirane podpore in informacij v vezi s približujočo se spremembo. Rezultati kvalitativne raziskave so pokazali, da se nivo 'prave' participacije v omenjenih postopkih za vse učence še ne odvija. Intervjuvanci so nasploh izkazali željo in interes za sodelovanje pri sprejemanju odločitev ter opredelili, da zanje participacija predstavlja prednosti, med katerimi je izstopala učinkovitost (samo)odločanja, hkrati pa so izrazili razdvojena stališča o tem, da končna beseda pri sprejemanju odločitev navadno pritiče odraslim. Intervjuvanci so v pripovedi navajali številne argumente za participacijo, ki jih lahko zasledimo tudi pri avtorjih in raziskovalcih preučevanega področja. Izkazalo se je, da učenci, v kolikor jim omogočimo priložnost za to, zmorejo kompleksno ubesediti ovire in težave, s katerimi se v času šolanja soočajo. Iz tega sledi, da bi veljajo zagotavljanju spodbudnih pogojev in odkrivanju raznolikih načinov raziskovanja otrokovih lastnih občutij, stališč, želja, potreb v prihodnosti nameniti več pozornosti.

• Language: Slovenian
• Keywords: učenci s posebnimi potrebami
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-130509
• COBISS.SI-ID: 76382211
• Publication date in RUL: 20.09.2021

Secondary language

• Language: English
• Title: Pupils' participation in the process of detecting and identifying their special needs

Abstract

The Master's thesis presented the procedures of detection and identification pupils' special needs according to the two prevailing models of treatment – social and medical – and the possibilities of complementing them. The still dominant medical model was critically analysed and the increase in the process of medicalization in the field of education was discussed. The development of changes in the process of pupils’ placement through the years was presented, and the findings and dilemmas in the studied field were stated. The second part of the Master's thesis discussed the issue of pupils' participation in the procedure mentioned before. Different concepts of participation were presented and compared, furthermore the factors and obstacles which (un)able pupils’ participation were described. The empirical research used semi-structured interviews to identify pupils’ experiential aspect of involvement and participation in the process of detecting and identifying their special needs, placement and retraining. The results have showed that most of students, who participated in the research were not necessarily informed about their status as students with special needs and even less about the type of their special needs. Additionally interviewees did not receive any support to better understanding of the causes of their specifics in functioning and/or the impact on their functioning. As a result, their understanding of their own difficulties or the definition of their special needs has been shown to be deficient, largely intuitive and less clearly articulated. In terms of the interest in experiencing pupils' difficulties by professionals in the mainstream education system the findings showed that neither in everyday school life nor or even less in the support for understanding interviewees’ difficulties the level of participation was represented lowly. The findings about possibility for pupils to selfintroduce themselves to professionals who was responsible for their procedure of placement were a bit more encouraging. On the other hand, the results showed that although the Record of conversation with child about their procedure of placement is the part of requirement for this process defined by state law Placement of Children with Special Needs Act (2011), not everyone had the opportunity to selfintroduce himself or herself to school professionals. While the majority of the students rated their experiences with the adults involved in procedures as positive, some individuals also highlighted aspects of the adults' attitudes and responses that could be improved or changed. The analysis of the responses from the perspective of retraining has showed that pupils were not invited into the decision-making process in a way that allowed them to express their concerns, experiences and that the school offered (too) little individualized support and information to pupils in relation to the upcoming change. The results of the qualitative research have showed that the level of 'real' participation in these processes is not yet happening for all pupils. The interviewees generally expressed a desire and an interest in participating in decision-making and identified the benefits of participation, including the effectiveness of (self-)decision-making, but expressed divided views on the fact that adults usually possess the final decision. The interviewees stated many arguments for participation, which can be noticed by many authors and researchers from the field. It turned out that the students, if they have an opportunity, are able to articulate the obstacles and problems they face during schooling. It follows that more attention should be paid to providing stimulating conditions and discovering various ways of exploring the child's own feelings, attitudes, desires and needs in the future.

• Keywords: pupils with special needs